Tony O’Brien MSc, MSc, Cert Ed

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

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. 

The teaching of a new skill can be achieved by various methods:

Verbal instructions Demonstration Video Diagrams Photo sequences

Observe: behaviour/performance Measure/test Evaluate Translate performance into a meaningful

conclusion.

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

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

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.

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.

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?

Adam's theory (Adams 1971) has two elements: Perceptual trace - a reference model acquired through

practice Memory trace - responsible for initiating the movementThe 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

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

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