Learning Theories in Coaching

Topic 3: Functional Analysis of Sports Behavior and Physical Exercise

• The topic is Functional analysis of sports behavior and physical exercise in the Psychology of Physical-Sport Activity.
• A quote from Jorge Valdano highlights the importance of learning about oneself and others in sports settings.
• The content covers motor learning, including definitions, characteristics, phases, types, and practical case examples.
• This presentation discusses the methods of learning and how they influence sports behavior.

Motor Learning: Definitions

• Product-based learning is the result of meaningful experience and motivated practice, showcasing permanent change.
• Process-based learning is a combination of obtaining, improving, and automating motor skills through repetitive movements.
• A perspective exists where the majority of representative authors of motor learning are situated.

Motor Learning Characteristics

• Motor learning causes lasting changes, potentially due to substitution (cumulative and reversible) or reorganization (evolutionary and irreversible) processes.
• Learned skills are transferable to other situations, such as in competitions.
• Motor learning is a consequence of practice, involving repetition, observation, instruction, and feedback.

Phases of Motor Learning

• Posner (1967) proposes a three-phase view of motor learning: cognitive/initial, associative/intermediate, and autonomous/final.

Cognitive or Initial Phase

• Learners create mental images and understand the information given.
• Considerations for this phase include adapting to the learner, providing clear information, and organizing practice to stimulate motivation.

Associative or Intermediate Phase

• Learners develop a cognitive map of the skill, can self-assess errors while still requiring feedback.
• Learning plateaus can arise during this phase due to factors like motivation, external environments, practice, and sudden gains.
• Strategies must be adjusted.

Autonomous or Final Phase

• Learners are highly proficient, with automatic and mainly proprioceptive control.
• This stage is continuous and ongoing.

Types of Learning

• The different types of learning, like classical and instrumental conditioning, are important tools for understanding and modifying behavior.

Non-associative Learning

• Non-associative learning involves habituation (gradual decrease in response to a repeated stimulus) and sensitization (gradual increase in the response to a repeated stimulus).

Habituation

• Habituation is a decreased response to a repeated, non-threatening stimulus, reducing unnecessary responses.
• A basketball player adapting to noisy stadiums is presented as an example.

Sensibilization

• Opposite of habituation, leading to an increase in response to a repeated threatening stimulus.
• A football player sensitive to contact after an injury is an example.

Behavioral/Associative Learning

• Processes learn causality by linking events.
• Two forms of conditioning exist.
• Classical conditioning: A passive form of learning by connecting involuntarily responses.
• Pavlov's experiment is an example of classical conditioning.
• Instrumental conditioning: Active learning by how outcomes shape behavior.
• Skinner box explains how rewards and punishments alter actions.

Guidelines for Positive Reinforcement

• Choose effective reinforcement methods.
• Consider the recipient's needs during the choice phase.
• Reward the appropriate elements.
• Social praise, material rewards, altering the activity of athletes, and special outings are examples.
• Schedule reinforcement effectively
• Apply continuous or partial reinforcement programs to optimize the reward.
• Reward good performance and not just the result.
• Reward social and emotional skills.
• Positive behaviors should be recognized for success.

Punishment System

• Strategies for punishment include paying fines, missing starting lineups, extra training, or other consequences for poor performance or misconduct.
• The goal is to deter negative actions.

Types of Punishment

• Positive punishment: Introducing an unpleasant stimulus to decrease undesirable behavior.
• Negative punishment: Removing a pleasant stimulus to decrease undesirable behavior.

Guidelines for Punishment

• Maintain consistency.
• Focus on the conduct rather than the person.
• Give individual feedback on areas for change.
• Allow athletes to contribute to rule sanctions.
• Avoid embarrassment in front of teammates.
• Wisely use the strategies.

Inconveniences of Punishment

• Punishment frequently decreases performance, increases the chance of injury, and decreases enjoyment.
• The attention on the behavior to be punished can potentially reinforce it.
• Punishment creates an unfavorable learning environment.

Negative Perspectives for Motivation

• Bullying, criticism, sarcasm, and physical abuse are negative motivational approaches.
• Such methods are detrimental to both the learning environment and the performance of athletes.

Practical Applications

• Examples exist of how the principles of operant conditioning can be used in sports to improve attendance, adherence, and change inappropriate behaviors.

Guidelines for the Effective Use of Positive Reinforcement and Punishment (from page 33 and 34):

• Behavior selection for rewards
• Choosing effective reinforcers
• Communicating results clearly
• Offering sincere and tailored feedback
• Strategically scheduling reinforcement

Cognitive Social Learning

• This theory emphasizes the importance of observation, imitation, learning through other people's experience.
• Acquisition, retention, and execution are the stages of learning in this method.
• An example includes learning tennis techniques by watching and mimicking another player.

Constructive Learning

• This theory focuses on individuals progressively constructing meaning through experience.
• Examples include modifying tactics, strategies, or techniques through reflecting on a lost match.

Key takeaway of the presentation

• Reinforcement and punishment are vital tools in creating positive behaviors from athletes and helping them grow in the sports environment.
• The presentation highlights how to apply various learning theories to motivate athletes and improve outcomes in sports.