Topic 3 Functional Analysis of Sports Behavior and Physical Exercise PDF
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UCAM
Beatriz Garrido López
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This document presents a lecture/presentation on topic 3, Functional Analysis of Sports Behavior and Physical Exercise within the Psychology of Physical-Sport Activity. It covers motor learning characteristics, phases, and types, with practical case examples. The lecture also explores different perspectives on learning, applying behavioral learning theory to sport.
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TOPIC 3 Functional analysis of sports behavior and physical exercise Psychology of Physical-Sport Activity Beatriz Garrido López Sciences of Physical- Sport Activity Nowhere did I learn as much about myself and others as I did on t...
TOPIC 3 Functional analysis of sports behavior and physical exercise Psychology of Physical-Sport Activity Beatriz Garrido López Sciences of Physical- Sport Activity Nowhere did I learn as much about myself and others as I did on the court. JORGE VALDANO 2 ÍNDICE INDEX CONTENTS CONTENIDOS 1. Definitions of motor learning 2. Characteristics of motor learning 3. Phases of motor learning 4. Types of learning 5. Practical case 3 Have you ever wondered how PE students learn new motor skills, how an athlete integrates a new technical gesture, or what an instructor or sports coach can do to facilitate, or at least not impede, motor learning? 4 1. Definitions of motor learning PRODUCT-BASED PROCESS-BASED They point to learning as a process of They explain that learning is the result obtaining, improving and automating of meaningful experience and motor skills obtained as a result of the motivated practice that involves repetition of a sequence of permanent change. movements. Perspective in which most of the representative authors of the study of motor learning are situated. 5 2. Motor learning characteristics ✔ It causes a lasting change, which may be due to two processes: By substitution: cumulative and reversible (a tennis player learns a new backhand grip that replaces the previous one). By reorganization: evolutionary and irreversible (a soccer player learns a new tactic that can be combined with the previous ones and interchanged). ✔ What is learned is transferable to other situations, since it is sought that motor learning can be transferred to changing situations, as may occur in a competition. ✔ It is a consequence of practice, through repetition, observation, instruction or feedback. , 1998 POZO 6 3. Phases of motor learning Posner, 1967, proposes the classic three-phase view: Cognitive or initial Associative or intermediate Autonomous or final 7 3.1. Cognitive or initial phase Suggestions for this stage: Adapt to the initial profile of the Learners are able to build an image in user or learner. their head and grasp an idea. Provide clear and easy information Phase in which information is received and avoid technical terminology. and must be properly understood. Organize the practice to achieve motivation 8 3.2. Associative or intermediate phase The user or student already has in his head a cognitive map of the gesture or motor skill to be performed and is able Learning plateaus: small intervals of to detect by himself the mistakes he slowing or detection of makes, although he still needs feedback improvement in motor learning to improve. because the process is neither This is the longest phase of learning and continuous nor gradual, as it is the one in which learning plateaus affected by lack of motivation, emerge. external factors, too much practice, large learning leaps, etc. 9 3.2. Associative or intermediate phase Suggestions for this stage: Sports professionals must be attentive Encourage the active participation to the learning plateaus and reorganize of the individual in the learning the practice respecting the times and process through questions of needs of each student user. curiosity, error detection, etc.. At this stage, variability should be importance of verbal feedback to encouraged, so that the complexity of focus attention to focus attention the task increases and new errors arise on details. as new learning opportunities After the error, allow the learner a space and time to discover it alone. 10 3.3. Autonomous or final phase Suggestions for this stage: It is the most important stage to It is a stage that never ends. favor practice in changing and The student or user presents a less variable environments and conscious attention and the control situations. becomes predominantly Increase the perceptual complexity proprioceptive. of practice situations. To favor the user's or student's decision making. 11 4. Types of learning Have you ever wondered how many ways there are to learn? 12 It is important to know the different types of learning, as classical and instrumental conditioning explain many of the tools that trainers can use if they are trying to make a behavior repeat or want to prevent it from occurring. 13 4.1 Non-associative learning It can occur through two distinct processes, which are complementary and opposite: SENSIBILIZATION HABITUATION 14 4.1.1 Habituation It is defined as the learning process by which there is a gradual decrease in response after repeated presentation of the same threatening stimulus. In habituation, our brain allows us to respond to a stimulus, since it has come to consider that the stimulation is harmless, uninteresting and, therefore, giving a response would be unnecessary. EXAMPLE IN THE SPORTS CONTEXT: Specific situation of a basketball player who gets used to playing in noisy and crowded stadiums, which allows him to maintain concentration and focus during important games. 15 4.1.2 Sensibilization It is the opposite process to habituation. There is a gradual increase in the response to the repeated presentation of a threatening stimulus. It is more non-specific than habituation, as it appears with different stimuli. EXAMPLE IN THE SPORTS CONTEXT: Football player who, after suffering a serious ankle injury due to a strong tackle, becomes more cautious and sensitive to physical contact during training and matches. 16 4.2 Behavioral/associative learning It is the way in which people learn causal relationships in the world around us. Associative processes are fundamental in learning, giving rise to what is known in behavioral psychology as conditioning. There are two types: Instrumental conditioning Classical conditioning i n n er, dike, (Sk ;Thorn v, 1927; 195 ) 3 o (Pavl n, 1920) 190 5 o Wats 17 4.2.1 Classical conditioning Passive learning process resulting from an involuntary or reflex response, as a result of a certain association between two stimuli that previously, before learning, were not related. EXAMPLE IN THE SPORTS CONTEXT: Association of the sound of the opposing team's anthem with the feeling of defeat, after losing several matches against the same team, which would generate an increase in anxiety levels each time that anthem is heard in future matches. 18 19 4.2.1 Classical conditioning Five key elements are involved in the classical conditioning process: Unconditioned stimulus. Food (stimulus that produces an involuntary and reflex response). Unconditioned response. Salivation (response elicited by the unconditioned stimulus). Neutral stimulus. Bell (stimulus that is considered biologically neutral because it does not elicit any type of response). Conditioned stimulus. Bell when it provokes salivation (stimulus that, by a process of association to an unconditioned stimulus, is capable of ceasing to be neutral to produce an involuntary and reflex response). Conditioned response. Salivation elicited by the bell (response produced by the conditioning stimulus-initially identified as a neutral stimulus). 20 4.2.2 Instrumental/operant conditioning Active learning process through which the probability of occurrence of a certain behavior is modified according to its associated consequences. The law of reinforcement postulates that a person is more likely to perform a behavior if it is associated with positive consequences. In turn, there will be a lower probability of performing a behavior if it is associated with negative consequences. EXAMPLE IN THE SPORTS CONTEXT: A cyclist who arrives late for a training session receives a financial penalty from his coach. The cyclist learns not to be late in order to avoid receiving another sanction. 21 22 https://www.youtube.com/watch?v=ne6o-uPJarA 23 24 25 PUNISHMENT SYSTEM 26 27 Guidelines for the use of positive reinforcement. ❑Choose Effective Reinforcements. ❑Schedule reinforcements effectively. ❑Reward good performance and not just the result. ❑Reward social and emotional skills. 28 Guidelines for the use of positive reinforcement. ❑Choose Effective Reinforcements. ▪Rewards should match the needs of those who receive them. ▪Typology of positive reinforcements: Social: public acknowledgement or recognition. Materials: Trophy, medals, T-shirts, money, etc. Activity: Play a game instead of repetitive exercises, take a break, change the play position. Special outings: attending a professional match, listening to a talk by a professional sportsman, lunch with the whole team, etc. 29 Guidelines for the use of positive reinforcement. ❑Schedule reinforcements effectively. ▪Reinforcement over time and with appropriate frequency can ensure the effectiveness of rewards. ▪Continuous reinforcement programming (after each desired behavior is reinforced,): not only acts to motivate, but also provides information on how things are being done. ▪Partial reinforcement programming (the reward or reinforcement of the desired behavior is intermittent.) ▪Therefore, continuous reinforcement in early learning and sporadic reinforcement when you have a mastery of the task. 30 Guidelines for the use of positive reinforcement. ❑Reward good performance and not just the result. Coaches tend to reward players based on their performance. However, the reward should also be applied when an athlete does the tasks to the maximum (effort, overcoming). The result is often out of the player's control. Importance: previous level of performance as a parameter to measure success. 31 Guidelines for the use of positive reinforcement. ❑Reward social and emotional skills. Good sportsmanship, responsibility, fair play, cooperation, etc. are all susceptible to recognition. Emotional containment is a social skill that every athlete must learn, because it relates to many life situations. Encourage and foster positive emotional and social skills. Especially the younger ones. 32 PRINCIPLES FOR THE EFFECTIVE USE OF POSITIVE REINFORCEMENT Selection of behaviors to be rewarded. Choice of effective reinforcers. Communication of the results. Providing sincere and contingent feedback. Scheduling of reinforcement Tema 3. El análisis funcional de la conducta deportiva y del ejercicio físico Psicología y análisis comportamental en el deporte Lucía Abenza Cano - Tlf: (+34) 968 27 88 24 - [email protected] Guidelines for maximizing the effectiveness of punishment (Martens et al., 1981). ❑Consistency and equal punishment for all for breaking the same rule. ❑Punish the conduct, not the person. It´s important to give a feedback individually of the behavior that needs to change. ❑Allow athletes to participate in the establishment of sanctions for breaking the rules. ❑Not to embarrass athletes in front of their teammates. ❑Use the punishment wisely, and enforce it when you use it. Tema 3. El análisis funcional de laPsychology conducta and Behavioural deportiva y del Analysis ejercicioinfísico Sport Psicología y análisis comportamental en el deporte Luis Manuel Martínez Aranda - Phone: (+34) 968 278 824 – [email protected] Lucía Abenza Cano - Tlf: (+34) 968 27 88 24 - [email protected] Inconveniences of punishment It produces fear of failure: Decreased performance. Increased chance of injury. Less enjoyment of sports practice. Abandonment of sport. It can unintentionally reinforce undesirable behaviors by drawing attention to that person. Punishment reinforces the behavior you want to eliminate. It can create an unpleasant and harmful learning environment. Tema 3. El análisis funcional de laPsychology conducta and Behavioural deportiva y del Analysis ejercicioinfísico Sport Psicología y análisis comportamental en el deporte Luis Manuel Martínez Aranda - Phone: (+34) 968 278 824 – [email protected] Lucía Abenza Cano - Tlf: (+34) 968 27 88 24 - [email protected] Negative perspectives for motivation: what not to do ❑ “Bullying” - Criticism: 1. An athlete doesn't play well, so in front of the whole team, the coach says, "If you don't start playing better right away, you'll sit at the end of the bench and you won't play at all”. 2. An athlete makes a mistake during a match. "I can't believe how uncoordinated you are. Can't you do something right?" ❑ Sarcasm Critique: An athlete makes a concentration error during a competition. "What are you thinking about?. My 8-year-old son is smarter than you”. ❑ Physical Abuse: A coach is not satisfied with the effort and concentration of the team during training. "I guess you guys are gonna have to learn by beating each other up. They're going to run at full speed below 32 degrees until they fall off”. Tema 3. El análisis funcional de laPsychology conducta and Behavioural deportiva y del Analysis ejercicioinfísico Sport Psicología y análisis comportamental en el deporte Luis Manuel Martínez Aranda - Phone: (+34) 968 278 824 – [email protected] Lucía Abenza Cano - Tlf: (+34) 968 27 88 24 - [email protected] PRACTICAL APPLICATIONS Improving attendance/adherence: a behavioural approach Attended on time and swam Attended Attended on time through the entire training M T W T F M T W T F M T W T F Swimmer Antonio Marcos Andrés Mario Juan José Rodrigo PRACTICAL APPLICATIONS Improving attendance/adherence: a behavioural approach Attended on time and swam Attended Attended on time through the entire training M T W T F M T W T F M T W T F Swimmer Antonio The trainer and swimmers commented that Marcos peer pressure and public recognition helped Andrés make the program successful, along with the approval, attention and praise that Mario swimmers received every time a mark was Juan posted on the board. José Rodrigo ATTENDANCE: 45% - 63% - 100% PRACTICAL APPLICATIONS Inappropriate tennis behavior ❑ Objectives: To reduce the number of inappropriate on-court behaviors in tennis players that included racquet and ball misuse and verbal abuse. ❑ Competitive situation: inappropriate behaviors were recorded and published on a blackboard in the dressing room. ❑ Phases: Initial phase (each player was informed of their inappropriate behaviors and provided with information to reduce their inappropriate behaviors. Subsequent phase (significant reduction of inappropriate behaviors, especially those behaviors that were most frequently exhibited). ❑ Conclusion: For this group of players the behavior modification by the publications worked quite well. Psychology and Behavioural Analysis in Sport Luis Manuel Martínez Aranda - Phone: (+34) 968 278 824 – [email protected] PRACTICAL APPLICATIONS Inappropriate tennis behavior ❑ Objectives: To reduce the number of inappropriate on-court behaviors in tennis players that included racquet and ball misuse and verbal abuse. After monitoring the behaviour of 5 players ❑ Competitive situation: inappropriate from the group, there wasbehaviors were recorded and a significant published on a blackboard reduction inininappropriate the dressingbehaviour room. after the ❑ Phases: Initial application phase (eachof player the intervention. was informedExample: of their inappropriate before the intervention, a player had an behaviors and provided with information to reduce their inappropriate average of 11 verbal abuses per match and behaviors. Subsequent phase (significant after the intervention showed an reduction average of 2of inappropriate behaviors, especially verbalthose behaviors abuses that were most frequently exhibited). per match. ❑ Conclusion: For this group of players the behavior modification by the publications worked quite well. Psychology and Behavioural Analysis in Sport Luis Manuel Martínez Aranda - Phone: (+34) 968 278 824 – [email protected] 4.3 Cognitive-social learning He understands learning as a process in which the person is an active part of it, and his reasoning and processing of information represents a fundamental part. It can be explained through the following phases: ○ Acquisition: observation of a model and recognition of the characteristic features of a behavior. ○ Retention: storage of model behaviors in the person's memory. ○ Execution: reproduction of a learned behavior when it is expected to have positive consequences. 41 4.3 Cognitive-social learning This learning theory emphasizes the importance of observation, imitation and modeling in the learning process, learning through the experience of others, rather than through one's own direct experience. EXAMPLE IN THE SPORTS CONTEXT: case of a young tennis player who admires a senior player and learns from her technique and skills by watching her in matches and training. The player learns to imitate the skills and ends up applying them in her own game to improve performance. 42 4.3 Constructive learning It refers to the teaching-learning process oriented to the progressive construction of meanings. This responds to the needs of the learner to construct his or her own knowledge through experience and active participation. EXAMPLE IN THE SPORTS CONTEXT: A volleyball player, after losing a match, reflects on the strategies and tactics used in the game, and constructs new ideas to improve his game in the future. The player uses his previous experience and knowledge to build new solutions to improve his performance in future matches. 43 4.3 Constructive learning Four types of constructive learning: Receptive: contents are received in a complete manner without making any discovery in a personal way. By discovery: contents are received incompletely and must be completed or discovered. Repetitive: contents are assimilated memoristically without the need for comprehension. Meaningful: contents are given comprehensive meaning and are related to previous knowledge, so that they can be integrated within the general scheme of knowledge already possessed. 44 Encouraging autonomy, communication and creativity is essential to achieve meaningful and long-lasting learning. Therefore, it is important for instructors to be aware of the different ways of learning and their essential role in the sports teaching process. 45 5. Practical Case Juan is 12 years old and a talented soccer player, but his negative attitude is starting to affect the team. When something doesn't go his way, especially during training, he yells and bad-mouths his teammates, creating a tense and unpleasant atmosphere. The other players have explained to the coach that they feel uncomfortable, they know that Juan is one of the key players on the team, but it has reached a point where they no longer want to interact with him. Juan's teammates ask the coach to intervene. Develop a specific, concrete example of each of the types of reinforcement that the coach could apply in order to modify Juan's behavior: 46 REVIEW QUESTIONS ❑What is the main difference between reinforcement and punishment? ❑What is the basic principle of operant conditioning? Give a concrete example. ❑Is punishment the same as negative reinforcement? Justify the answer with an example. ❑What are the main guidelines for applying a reinforcement? ❑What aspects you think are likely to be reinforced in the sports context? Give some examples. ❑When would you fundamentally apply escape avoidance programs? Give a concrete example. ❑What are the inconveniences of punishment? Give a concrete example. Psychology and Behavioural Analysis in Sport Beatriz Garrido López- Phone: (+34) 968 278 824 – [email protected] BIBLIOGRAPHIC REFERENCIAS REFERENCES BIBLIOGRÁFICAS Fitts, P.M. y Posner, M.I. (1967). Human performance (pp. 7-16). Belmont, CA: Brooks/Cole Publishing Company). Pavlov, I.P. (1927). Conditioned reflexes; an investigation of the physiological activity of the cerebral cortex. Humphrey. Pozo, J.I. (1998). Aprendices y maestros. Madrid:Alianza. Riera, J.R. (1989). Fundamentos del aprendizaje de la técnica y la táctica deportivas. Cerdanyola del Vallés:Inde. Schmidt, R.A. (1998). Motor control and learning: A behavioral emphasis (2.ª ed.). Champaign, IL:Human Kinetics. Skinner, B.F. (1953). Science and human behaviour. Macmillan. Thorndike, E.L (1905). The elements of psychology. AG Seiler. Watson, J.B. y Rayner, R. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3 (1), 1-14. 48 Beatriz Garrido López [email protected] UCAM Universidad Católica de Murcia © UCAM