Fitts and Posner suggested that the learning process is sequential and that we move through specific phases as we learn. They suggest that we go through three stages when we learn:
- The cognitive phase
- The associative phase
- The autonomous phase
The associative phase is where you understand what you have to do to complete the task and you are practising and mastering the skill, errors will reduce during this phase. However this phase will usually be the longest phase . When i was teaching my skill the associative phase would be after i have explained what he needed to do and he was practising the technique.
The autonomous phase is where you become competent in preforming the skill and you can concentrate more on other things such as your technique and your environment. Most people will never reach the autonomous phase So when i was teaching my skill the autonomous phase would be after he had mastered the starting position. He was able to do the starting position autonomously, this meant that he could concentrate on the rest of the lift.
The Transfer of learning
The transfer of learning refers to the way in which the skills that you already possess can be used to help you to complete another task. So an example of this would be catching a ball, this skill is useful in both cricket and rugby so you can transfer this skill between the sports.
The transfer of learning was important when i was teaching my skill because the person who i taught the clean already had some skills that he could transfer to the clean. The fact that he weight trains regularly and he knows how to do a deadlift (i make reference to this in the video). So this is a skill that he could transfer to learning the clean. This is how i used the transfer of learning when i was teaching my skill.
The drive and drive reduction theory
The drive theory is quite simple, it says the higher the level of arousal the better the performance. Below is a graph showing the drive theory:
The way i used the drive theory to increase my subjects learning was to try to create some motivation or arousal so that his performance would be better. I did this as i have already mentioned my saying that i would buy him a drink but only if he helped my would well enough. This is how i used drive theory when i was both planning and teaching my skill.
The drive reduction theory is similar but it states that the motivation to complete a task starts high but once the task is mastered it goes down, only when a new goal is presented does the motivation or arousal increase again. So optimal performance is only reached wen new goals are being set regularly. The way i did this was to teach my skill in three stages. This related to drive reduction theory because once he successfully learned one phase of the movement he had to learn another phase, thus maintaining a task in order to keep arousal high. This was how i used the drive reduction theory while i was planning and teaching my skill.
Conditioning: classical and operant
Classical conditioning is the relationship between the input and the stimuli, there are four possible outcomes:
- Something good can start or be presented (positive)
- Something bad can end or be taken away (positive)
- Something good can end or be taken away (negative)
- Something bad can start or be presented (negative)
Operant conditioning is an association between a certain behaviour and a consequence. You have reinforcement which is anything that increases behaviour. And you have punishment which is anything that decreases a behaviour.
- Positive reinforcement: giving a reward for doing something good
- negative reinforcement: removing a privilege for doing something bad
- Positive punishment: shouting at someone for doing something bad
- negative punishment: sending a child to their room for doing something bad
Thorndike's theory of learning
Thorndike believed that 'instruction should pursue specified socially useful goals'. He also believed that 'behaviours that are followed by good consequences are likely to be repeated in the future'.
Thorndike's theory of learning:
- learning is incremental
- learning occurs automatically
- all animals learn the same way
- the law of effect
- the law of use and disuse
- the law of recency
- multiple response
- set attitude
- propency of elements
- response to analogue
- identical elements theory transfer
- associative shifting
- law of readiness
- identifiably
- availability
The law of effect - if an association is followed with a good outcome it is strengthed and it is more likely to be repeated. I used the law of effect because whenever my client did something good i gave his positive reinforcement so that action was more likely to be repeated.
The law of use and disuse - the more often you use something the stronger it becomes (use), the less you use something the weaker becomes (disuse). My client weight trains regularly so that he is used to using barbells and weights. So the fact that he used these skills regularly helped me while i was both planning and teaching my skill.
Multiple response - Trial and error, the positive response will be stuck with. I used multiple response while i was planning and teaching my skill because if he did something wrong but on the next go he got it right i would give him a positive response that that would be stuck with.
Propency of elements - you filter out what is irrelevant. I used this by telling the subject what the relevant information is and how to look out and recognise it. I also held the teaching session in a room where there was not very many distractions.
Response to analogue - you draw upon past experiences to use them in a new context. My subject is used to doing deadlifts which are very easily transferable to learning the clean. This was how i used the response to analogue both while planning and teaching my skill.
Identical elements theory transfer - information learned in one situation can be transferred to the new situation (very similar to response to analogue and the transfer of skills). My subject is used to doing deadlifts which are very easily transferable to learning the clean. This was how i used the response to analogue both while planning and teaching my skill.
The law of readiness - the quality in responses and connections that result in readiness to act. I used the law of readiness both while i was planning and teaching my skill because i told the subject what to look out for so that he would be ready.
Availability - the ease of getting a specific response. I used this by teaching the skill with very simple stages that are quite easy to learn on their own. This is how i used availability while i was planning and teaching my skill.
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