1. Tony O’Brien MSc, MSc, Cert Ed

2.  To know the definition of learning.
 To know the key theories of learning.
 Be able to relate the learning theories to practice.

3.  A recognisable change in behaviour, which is
permanent.
 Learning is not a one off lucky performance.
 Learning is permanent.
 Learning is due to past experiences/practice.
 Human learning may occur as part
of education, personal development, schooling, or
training. It may be goal-oriented and may be aided
by motivation. The study of how learning occurs is part
of neuropsychology, educational psychology, learning
theory, and pedagogy.

4.  The teaching of a new skill can be achieved by
various methods:
 Verbal instructions
 Demonstration
 Video
 Diagrams
 Photo sequences

5.  Observe: behaviour/performance
 Measure/test
 Evaluate
 Translate performance into a meaningful
conclusion.

6.  Feedback. Different types?
 Assess/set goals and targets.
 Assess effectiveness of teaching/coaching.
 To record achievement/progress.
 Match stats/analysis.
 Correct errors.

7. 1) Cognitive phase - Identification and development of
the component parts of the skill - involves formation
of a mental picture of the skill
2) Associative phase - Linking the component parts
into a smooth action - involves practicing the skill
and using feedback to perfect the skill
3) Autonomous phase - Developing the learned skill so
that it becomes automatic - involves little or no
conscious thought or attention whilst performing the
skill - not all performers reach this stage

8.  First Phase of learning.
 Demonstrations and verbal explanations are
vital.
 Mental pictures are created (mental
Rehearsal takes place).
 Trial and error takes place allowing feedback
and a kinaesthetic feeling to be developed.

9.  Second phase.
 Practice phase.
 Longer than the cognitive phase (some
performers never leave this phase).
 Performers begin to detect (through
kinaesthesia) and eliminate mistakes.
 Verbal feedback is also important.
 Skills are learnt, mastered and motor
programmes are created.

10.  The final (third phase).
 The learner can execute a skill with little
conscious thought.
 The performer can focus on the demands of
the environment. What does this mean?
 Through further practice and success self-
efficacy (confidence) is developed.
 Performer can detect and correct errors
themselves.
 Can you think of sporting examples?


11. Adam's theory (Adams 1971) has two elements:
 Perceptual trace - a reference model acquired through
practice
 Memory trace - responsible for initiating the movement
The key feature of this theory is the role of feedback.
 Analyse the reference model actions, the result of those
actions and the desired goals
 Refine the reference model to produce the required
actions to achieve the desired goals

12. Kolb (1984) developed a theory of experiential learning
that can give us a useful model by which to develop our
learning. The model comprises of four stages:
 Concrete Experience - doing or having an experience
 Reflective Observation - reviewing & reflecting on the
experience
 Abstract Conceptualisation - concluding & learning from
the experience
 Active Experimentation - planning & trying out what you
have learned

13. Whitmore (1984) identified that our learning cycle
generally takes us through four stages:
 Unconscious incompetence - no understanding
 Conscious incompetence - low performance,
recognition of flaws and weak areas
 Conscious competence - improved performance,
conscious effort
 Unconscious competence - higher performance,
natural automatic effort