The document discusses several key theories of learning. It outlines definitions of learning as involving permanent changes in behavior due to experience. Several learning theories are examined, including stages of learning a skill (cognitive, associative, autonomous phases) and feedback/evaluation. Kolb's model of experiential learning and Whitmore's stages of the learning cycle are also summarized.

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