learning in athletes paper

learning in athletes paper - Observational Learning 1...

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Observational Learning 1 Running Head: OBSERVATIONAL LEARNING Observational Learning in Athletes Julianna Bloom Pepperdine University
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Observational Learning 2 Abstract Athletes are often subjected to learning by observation, but studies show that modeling behavior is an effective way to teach skills. Motivation and psychological aspects influence the ability to attend to, retain the information, and reproduce the desired behavior. It is important for coaches to look at the similarities in goal setting and intrinsic motivation so that their athletes can reach a high performance level. For most sports, competition is what drives the athletes but it is important to note the value of self-efficacy especially in observational learning. Athletes must know that they have the capacity and intrinsic motivation to complete and replicate the task or skill. In order to continue to improve, athletes use modeling of coaches and other athletes as well as video assistance to learn strategy.
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Observational Learning 3 Observational Learning in Athletes Observational learning is used in a variety of ways in everyday life. Coaches and teachers use it daily in order to train or show others how to do a skill. Therefore, it is very important for athletes to learn by example. Coaches, in particular, must understand that they are influencing their athletes when teaching by example. In sports, skills are extremely important to know technically not just in general. So, coaches can use behavioral modification in observational learning to help athletes acquire and retain these skills. According to Bandura, observational learning is a four step process. First, one must pay attention to the features of the desired behavior, and then must code the behavior into long term memory. Then, the individual must have the physical capacity to reproduce the behavior through motor reproduction. Another group of researchers defined it as, “Attention is dependant on the participant’s characteristics in relation to cognitive ability and his expectations and could also be affected by the features of the demonstrated skill which mainly related to the skill’s complexity. Retention of the pattern of the model’s behavior is related to the participant’s visual memory and imagination” (Barzouka, Bergeles, & Hatziharistos, 2007, p. 32). In order for this learning to be productive, the individual has to have motivation to repeat and practice the behavior (Wesch, Law, & Hall, 2007).
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