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Coaching Process ALearning and the Learner
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Aims
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Aims
The learning process
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Aims
The learning process
The learner
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Aims
The learning process
The learner Measuring learning
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Aims
The learning process
The learner Measuring learning
The stages of learning
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The Learning Process
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The Learning Process
There are two main theories of learning thebehaviourist approach
and the constructivistapproach
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The Learning Process
There are two main theories of learning thebehaviourist approach
and the constructivistapproach
It is important to note that these approaches not aparticular
pedagogy. These theories describe howlearning happens.
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Behaviourist Approach
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Behaviourist Approach
Pleasant experiences (such as rewards or praise) are positive
rein-forcers. They cause learners to make desired connections
betweenstimuli and responses.
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Behaviourist Approach
Pleasant experiences (such as rewards or praise) are positive
rein-forcers. They cause learners to make desired connections
betweenstimuli and responses.
Unpleasant experiences (such as punishment) are negative
reinforcers.
They cause learners to avoid undesirable responses to
stimuli.
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Behaviourist Approach
Pleasant experiences (such as rewards or praise) are positive
rein-forcers. They cause learners to make desired connections
betweenstimuli and responses.
Unpleasant experiences (such as punishment) are negative
reinforcers.
They cause learners to avoid undesirable responses to
stimuli.
Continuous reinforcement increases the rate of learning.
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Behaviourist Approach
Pleasant experiences (such as rewards or praise) are positive
rein-forcers. They cause learners to make desired connections
betweenstimuli and responses.
Unpleasant experiences (such as punishment) are negative
reinforcers.
They cause learners to avoid undesirable responses to
stimuli.
Continuous reinforcement increases the rate of learning.
Intermittent reinforcement contributes to longer retention of
what islearned.
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Behaviourist Approach
Pleasant experiences (such as rewards or praise) are positive
rein-forcers. They cause learners to make desired connections
betweenstimuli and responses.
Unpleasant experiences (such as punishment) are negative
reinforcers.They cause learners to avoid undesirable responses to
stimuli.
Continuous reinforcement increases the rate of learning.
Intermittent reinforcement contributes to longer retention of
what islearned.
Both positive and negative reinforcement can shape behavior.
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Behaviourist Approach
Pleasant experiences (such as rewards or praise) are positive
rein-forcers. They cause learners to make desired connections
betweenstimuli and responses.
Unpleasant experiences (such as punishment) are negative
reinforcers.They cause learners to avoid undesirable responses to
stimuli.
Continuous reinforcement increases the rate of learning.
Intermittent reinforcement contributes to longer retention of
what islearned.
Both positive and negative reinforcement can shape behavior.
A lack of any reinforcement can also shape behavior. If people
receive noacknowledgement of their behavior, they will likely
change that behavioruntil they receive some kind of
reinforcement.
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Constructivist Approach
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Constructivist Approach
Through processes ofaccommodation and assimilation,individuals
construct new knowledge from their experiences.
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Constructivist Approach
Through processes ofaccommodation and assimilation,individuals
construct new knowledge from their experiences.
When individuals assimilate, they incorporate the newexperience
into an already existing framework withoutchanging that
framework
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Constructivist Approach
Through processes ofaccommodation and assimilation,individuals
construct new knowledge from their experiences.
When individuals assimilate, they incorporate the newexperience
into an already existing framework withoutchanging that
framework
Accommodation can be understood as the mechanism bywhich failure
leads to learning
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Constructivist Approach
Through processes ofaccommodation and assimilation,individuals
construct new knowledge from their experiences.
When individuals assimilate, they incorporate the newexperience
into an already existing framework withoutchanging that
framework
Accommodation can be understood as the mechanism bywhich failure
leads to learning
Humans do not make or find knowledge they construct orbuild
it
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Constructivist Approach
Through processes ofaccommodation and assimilation,individuals
construct new knowledge from their experiences.
When individuals assimilate, they incorporate the newexperience
into an already existing framework withoutchanging that
framework
Accommodation can be understood as the mechanism bywhich failure
leads to learning
Humans do not make or find knowledge they construct orbuild
it
We invent concepts, models and schemes to make sense
ofexperiences
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Alex & Dennis
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Behaviourist
orientations to learnin
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Behaviourist
orientations to learnin
Law of Effect (Carlson & Buskist, 1997)
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Behaviourist
orientations to learnin
Law of Effect (Carlson & Buskist, 1997) Alex- smile and
praise, press ups
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Behaviourist
orientations to learnin
Law of Effect (Carlson & Buskist, 1997) Alex- smile and
praise, press ups Skinner went on to describe reinforcement in
more
detail - positive & negative, presentation & removal
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Behaviourist
orientations to learnin
Law of Effect (Carlson & Buskist, 1997) Alex- smile and
praise, press ups Skinner went on to describe reinforcement in
more
detail - positive & negative, presentation & removal
Law of Exercise
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Constructivist approach
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Constructivist approach
Socio-cultural learning perspective (Vygotsky),cognitive
approach (Piaget), ecological/collaborativeapproach (Doyle)
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Constructivist approach
Socio-cultural learning perspective (Vygotsky),cognitive
approach (Piaget), ecological/collaborativeapproach (Doyle)
Deniss practice of opposition analysis would beecological
because in puts athletes into a natural orrealistic setting
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Constructivist approach
Socio-cultural learning perspective (Vygotsky),cognitive
approach (Piaget), ecological/collaborativeapproach (Doyle)
Deniss practice of opposition analysis would beecological
because in puts athletes into a natural orrealistic setting
Deniss practice of learning over a period of timerelates to
Vygotskys socio-cultural learning
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Behaviourist
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Behaviourist
Advantages
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Behaviourist
Advantages
Control
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Behaviourist
Advantages
Control
Fitness
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Behaviourist
Advantages
Control
Fitness
No ambiguity
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Behaviourist
Advantages
Control
Fitness
No ambiguity
Coach appears veryknowledgeable
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Behaviourist
Advantages
Control
Fitness
No ambiguity
Coach appears veryknowledgeable
Disadvantages
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Behaviourist
Advantages
Control
Fitness
No ambiguity
Coach appears veryknowledgeable
Disadvantages
Some athletes feelundervalued
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Behaviourist
Advantages
Control
Fitness
No ambiguity
Coach appears veryknowledgeable
Disadvantages
Some athletes feelundervalued
Psychomotor domaindeveloped at the expense ofcognitive
domains
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Constructivist approach
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Constructivist approachAdvantages
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Constructivist approachAdvantages
Cognitive development
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Constructivist approachAdvantages
Cognitive development
Athletes feel they have input
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Constructivist approachAdvantages
Cognitive development
Athletes feel they have input
Co-learning, shared ideas, moreinnovation
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Constructivist approachAdvantages
Cognitive development
Athletes feel they have input
Co-learning, shared ideas, moreinnovation
Athletes become confident inown ability
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Constructivist approachAdvantages
Cognitive development
Athletes feel they have input
Co-learning, shared ideas, moreinnovation
Athletes become confident inown ability
Athlete become moreindependent
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Constructivist approachAdvantages
Cognitive development
Athletes feel they have input
Co-learning, shared ideas, moreinnovation
Athletes become confident inown ability
Athlete become moreindependent
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Constructivist approach
Advantages
Cognitive development
Athletes feel they have input
Co-learning, shared ideas, moreinnovation
Athletes become confident inown ability
Athlete become moreindependent
Disadvantages
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Constructivist approach
Advantages
Cognitive development
Athletes feel they have input
Co-learning, shared ideas, moreinnovation
Athletes become confident inown ability
Athlete become moreindependent
Disadvantages
Athletes and administratorsmay worry about coachesknowledge
base
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Constructivist approach
Advantages
Cognitive development
Athletes feel they have input
Co-learning, shared ideas, moreinnovation
Athletes become confident inown ability
Athlete become moreindependent
Disadvantages
Athletes and administratorsmay worry about coachesknowledge
base
Sometimes a lack of respect forthe coach
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Constructivist approach
Advantages
Cognitive development
Athletes feel they have input
Co-learning, shared ideas, moreinnovation
Athletes become confident inown ability
Athlete become moreindependent
Disadvantages
Athletes and administratorsmay worry about coachesknowledge
base
Sometimes a lack of respect forthe coach
Should be aware that athleteswho share the same experiencedo not
necessarily share thesame understanding
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Any Questions?
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Learning Styles
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Learning Styles
Activist
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Learning Styles
Activist Reflectors
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Learning Styles
Activist Reflectors Theorist
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Learning Styles
Activist Reflectors Theorist
Pragmatists
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Activists
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Activists
Open minded
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Activists
Open minded
Willingness to become involved
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Activists
Open minded
Willingness to become involved Like to be challenged
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Activists
Open minded
Willingness to become involved Like to be challenged
Not afraid to make mistakes
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Activists
Open minded
Willingness to become involved Like to be challenged
Not afraid to make mistakes
Males are more likely to be activists
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Reflectors
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Reflectors
Prefer to think through problem beforetrying
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Reflectors
Prefer to think through problem beforetrying
Listen to what he coach has to say abouthow to perform the
skill
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Reflectors
Prefer to think through problem beforetrying
Listen to what he coach has to say abouthow to perform the skill
Cautious
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Reflectors
Prefer to think through problem beforetrying
Listen to what he coach has to say abouthow to perform the skill
Cautious
May find alternative means to an end
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Reflectors
Prefer to think through problem beforetrying
Listen to what he coach has to say abouthow to perform the skill
Cautious
May find alternative means to an end Like to work in small
groups or pairs
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Reflectors
Prefer to think through problem beforetrying
Listen to what he coach has to say abouthow to perform the skill
Cautious
May find alternative means to an end Like to work in small
groups or pairs
More females than males
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Theorists
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Theorists
Similar to reflectors
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Theorists
Similar to reflectors
More analytical but less cautious thanreflectors
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Theorists
Similar to reflectors
More analytical but less cautious thanreflectors Will only try
out a movement that theory
suggests will work
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Theorists
Similar to reflectors
More analytical but less cautious thanreflectors Will only try
out a movement that theory
suggests will work
Prefer to work alone
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Pragmatists
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Pragmatists
More like activists
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Pragmatists
More like activists Prefer to give it a go
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Pragmatists
More like activists Prefer to give it a go
They use some theorisation in that theylike to see if ideas will
work
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Pragmatists
More like activists Prefer to give it a go
They use some theorisation in that theylike to see if ideas will
work
Unlike theorists and reflectors the have aminimal amount of
cognitive questioning
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Pragmatists
More like activists Prefer to give it a go
They use some theorisation in that theylike to see if ideas will
work
Unlike theorists and reflectors the have aminimal amount of
cognitive questioning
Like to find out answers through actionsrather than
reflection
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Questions
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Questions
Which learning style(s) are you?
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Questions
Which learning style(s) are you?
Are there any coaches/teachers that make itharder for you to
learn
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Questions
Which learning style(s) are you?
Are there any coaches/teachers that make itharder for you to
learn
How might you structure sessions so that alltypes of learner are
included?
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Learning
Visual
Audible Kinaesthetic
Seven types of intelligence
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yp g
Seven types of intelligence
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yp g
1. Linguistic- Children with this kind of intelligence enjoy
writing,reading, telling stories or doing crossword puzzles.
Seven types of intelligence
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yp g
1. Linguistic- Children with this kind of intelligence enjoy
writing,reading, telling stories or doing crossword puzzles.
2. Logical/Mathematical- Children with lots of logical
intelligenceare interested in patterns, categories and
relationships. They are
drawn to arithmetic problems, strategy games and
experiments.
Seven types of intelligence
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yp g
1. Linguistic- Children with this kind of intelligence enjoy
writing,reading, telling stories or doing crossword puzzles.
2. Logical/Mathematical- Children with lots of logical
intelligenceare interested in patterns, categories and
relationships. They are
drawn to arithmetic problems, strategy games and
experiments.
3. Kinesthetic -These kids process knowledge through
bodilysensations. They are often athletic, dancers or good at
crafts suchas sewing or woodworking.
Seven types of intelligence
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yp g
1. Linguistic- Children with this kind of intelligence enjoy
writing,reading, telling stories or doing crossword puzzles.
2. Logical/Mathematical- Children with lots of logical
intelligenceare interested in patterns, categories and
relationships. They are
drawn to arithmetic problems, strategy games and
experiments.
3. Kinesthetic -These kids process knowledge through
bodilysensations. They are often athletic, dancers or good at
crafts suchas sewing or woodworking.
4. Spatial - These children think in images and pictures. They
maybe fascinated with mazes or jigsaw puzzles, or spend free
timedrawing, building with Leggos or daydreaming.
Seven types of intelligence
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yp g
1. Linguistic- Children with this kind of intelligence enjoy
writing,reading, telling stories or doing crossword puzzles.
2. Logical/Mathematical- Children with lots of logical
intelligenceare interested in patterns, categories and
relationships. They are
drawn to arithmetic problems, strategy games and
experiments.
3. Kinesthetic -These kids process knowledge through
bodilysensations. They are often athletic, dancers or good at
crafts suchas sewing or woodworking.
4. Spatial - These children think in images and pictures. They
maybe fascinated with mazes or jigsaw puzzles, or spend free
timedrawing, building with Leggos or daydreaming.
Seven types of intelligence
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Seven types of intelligence
Seven types of intelligence
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Seven types of intelligence
5. Musical-Musical children are always singing or drumming
tothemselves. They are usually quite aware of sounds others
maymiss. These kids are often discriminating listeners.
Seven types of intelligence
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Seven types of intelligence
5. Musical-Musical children are always singing or drumming
tothemselves. They are usually quite aware of sounds others
maymiss. These kids are often discriminating listeners.
6. Interpersonal-Children who are leaders among their peers,who
are good at communicating and who seem to understandothers'
feelings and motives possess interpersonal intelligence.
Seven types of intelligence
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Seven types of intelligence
5. Musical-Musical children are always singing or drumming
tothemselves. They are usually quite aware of sounds others
maymiss. These kids are often discriminating listeners.
6. Interpersonal-Children who are leaders among their peers,who
are good at communicating and who seem to understandothers'
feelings and motives possess interpersonal intelligence.
7. Intrapersonal -These children may be shy. They are veryaware
of their own feelings and are self-motivated
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Any Questions?
Measuring Learning
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Measuring Learning
Measuring Learning
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Measuring Learning
Strictly speaking it is not possible to test learning
Measuring Learning
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easu g ea g
Strictly speaking it is not possible to test learning Coaches
generally use three methods to assess
learning: retention tests, transfer tests and
plottingperformance
Measuring Learning
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g g
Strictly speaking it is not possible to test learning Coaches
generally use three methods to assess
learning: retention tests, transfer tests and
plottingperformance
Performance curves
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Any questions?
St f l i
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Stages of learning
St f l i
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Stages of learning
Various authors have discussed the stagesof learning including
Adams (1971), Fitts &Posner (1967), Gentile (1972)
St f l i
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Stages of learning
Various authors have discussed the stagesof learning including
Adams (1971), Fitts &Posner (1967), Gentile (1972)
Although they use differing terminology themajority of authors
are saying the same
thing.
Fitt & P (1967)
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Fitts & Posner (1967)
Fitt & P (1967)
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Fitts & Posner (1967)
Three stages of learning:
Fitt & P (1967)
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Fitts & Posner (1967)
Three stages of learning:
1. Verbal Cognitive stage
Fitt & P (1967)
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Fitts & Posner (1967)
Three stages of learning:
1. Verbal Cognitive stage
2. Motor stage
Fitts & P sner (1967)
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Fitts & Posner (1967)
Three stages of learning:
1. Verbal Cognitive stage
2. Motor stage
3. Autonomous stage
Verbal-Cognitive stage
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Verbal-Cognitive stage
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Unfamiliar task
Verbal-Cognitive stage
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Unfamiliar task
A lot of time talking to themselves
Verbal-Cognitive stage
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Unfamiliar task
A lot of time talking to themselves A lot of time thinking of
corrections
Verbal-Cognitive stage
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Unfamiliar task
A lot of time talking to themselves A lot of time thinking of
corrections
Rapid improvements
Verbal-Cognitive stage
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Unfamiliar task
A lot of time talking to themselves A lot of time thinking of
corrections
Rapid improvements
You should expect performance to halting, jerky, uncertainand
poorly timed with the external environment
Verbal-Cognitive stage
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Unfamiliar task
A lot of time talking to themselves A lot of time thinking of
corrections
Rapid improvements
You should expect performance to halting, jerky, uncertainand
poorly timed with the external environment
Demonstration, verbal, visual and reinforcement are useful
atthis stage
Verbal-Cognitive stageU f l k
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Unfamiliar task
A lot of time talking to themselves A lot of time thinking of
corrections
Rapid improvements
You should expect performance to halting, jerky, uncertainand
poorly timed with the external environment
Demonstration, verbal, visual and reinforcement are useful
atthis stage
Coaches should consider the athletes dominant intelligence
Verbal-Cognitive stageU f l k
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Unfamiliar task
A lot of time talking to themselves A lot of time thinking of
corrections
Rapid improvements
You should expect performance to halting, jerky, uncertainand
poorly timed with the external environment
Demonstration, verbal, visual and reinforcement are useful
atthis stage
Coaches should consider the athletes dominant intelligence
Coaches should encourage transfer
Verbal-Cognitive stageU f ili k
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Unfamiliar task
A lot of time talking to themselves A lot of time thinking of
corrections
Rapid improvements
You should expect performance to halting, jerky, uncertainand
poorly timed with the external environment
Demonstration, verbal, visual and reinforcement are useful
atthis stage
Coaches should consider the athletes dominant intelligence
Coaches should encourage transfer
Coaches should encourage trial and error
Motor Stage
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Motor Stage
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Learners now posses most of the strategic and
cognitiveelements
Motor Stage
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Learners now posses most of the strategic and
cognitiveelements
Focus now shifts to refining the movement patterns
Motor Stage
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Learners now posses most of the strategic and
cognitiveelements
Focus now shifts to refining the movement patterns
Refinement is different for fast skills and slow skills
Motor Stage
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Learners now posses most of the strategic and
cognitiveelements
Focus now shifts to refining the movement patterns
Refinement is different for fast skills and slow skills
Refinement is also different for open and closed skills
Motor Stage
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Learners now posses most of the strategic and
cognitiveelements
Focus now shifts to refining the movement patterns
Refinement is different for fast skills and slow skills
Refinement is also different for open and closed skills Movement
appears smoother, less mistakes are made and
learners are more able to anticipate
Motor Stage
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Learners now posses most of the strategic and
cognitiveelements
Focus now shifts to refining the movement patterns
Refinement is different for fast skills and slow skills
Refinement is also different for open and closed skills Movement
appears smoother, less mistakes are made and
learners are more able to anticipate
Learners are able to give their own feedback (to an extent)and
can detect their own errors
Motor Stage
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Learners now posses most of the strategic and cognitive
elements Focus now shifts to refining the movement patterns
Refinement is different for fast skills and slow skills
Refinement is also different for open and closed skills Movement
appears smoother, less mistakes are made and
learners are more able to anticipate
Learners are able to give their own feedback (to an extent)and
can detect their own errors
This stage is generally longer than the verbal-cognitive
stage
Motor Stage
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Learners now posses most of the strategic and cognitive
elements Focus now shifts to refining the movement patterns
Refinement is different for fast skills and slow skills
Refinement is also different for open and closed skills Movement
appears smoother, less mistakes are made and
learners are more able to anticipate
Learners are able to give their own feedback (to an extent)and
can detect their own errors
This stage is generally longer than the verbal-cognitive
stage
Feedback should be more precise and targeted
Autonomous stage
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Autonomous stage Not all learners will enter this stage
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g
Autonomous stage Not all learners will enter this stage
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g
Athletes produce their actions automatically with little or
no
attention
Autonomous stage Not all learners will enter this stage
-
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g
Athletes produce their actions automatically with little or
no
attention
Motor programs develop to such an extent that the athletecan
control their actions for longer
Autonomous stage Not all learners will enter this stage
-
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g
Athletes produce their actions automatically with little or
no
attention
Motor programs develop to such an extent that the athletecan
control their actions for longer
Increased automaticity in their sensory analysis of
theenvironment
Autonomous stage Not all learners will enter this stage
-
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g
Athletes produce their actions automatically with little or
no
attention
Motor programs develop to such an extent that the athletecan
control their actions for longer
Increased automaticity in their sensory analysis of
theenvironment
This increased capability frees high performers to engage
inhigher-order cognitive activities
Autonomous stage Not all learners will enter this stage
-
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g
Athletes produce their actions automatically with little or
no
attention
Motor programs develop to such an extent that the athletecan
control their actions for longer
Increased automaticity in their sensory analysis of
theenvironment
This increased capability frees high performers to engage
inhigher-order cognitive activities
Self confidence increases and the capability to detect
mistakesin highly developed
Autonomous stage Not all learners will enter this stage
-
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g
Athletes produce their actions automatically with little or
no
attention
Motor programs develop to such an extent that the athletecan
control their actions for longer
Increased automaticity in their sensory analysis of
theenvironment
This increased capability frees high performers to engage
inhigher-order cognitive activities
Self confidence increases and the capability to detect
mistakesin highly developed
Further improvement are hard to detect
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Any Questions?
Summary
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y
Summary
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y
Behaviourist
Summary
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y
Behaviourist
Constructivist
Summary
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y
Behaviourist
Constructivist What are the learning styles?
Summary
-
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y
Behaviourist
Constructivist What are the learning styles? How can we as
coaches measure learning?
Summary
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y
Behaviourist
Constructivist What are the learning styles? How can we as
coaches measure learning?
What are the stages of learning?
