Theories and methods of learning: operant conditioning, cognitive and observational learning theories, and the practice methods (massed, distributed, fixed, varied, whole, part, whole-part-whole, progressive part).

A Component 1 learning-theory question. One mark per process, correctly explained.

Bandura's observational (social) learning theory states that a learner acquires a skill by watching and imitating a model (a demonstration), provided they pass through four processes, often remembered as ARMM: Attention (the learner must attend to the demonstration, so it must be clear, accurate and made attractive, perhaps by using a high-status model); Retention (the learner must remember the demonstration, helped by repetition and a mental image); Motor reproduction (the learner must be physically able to copy the action, so it must be within their capability); and Motivation (the learner must want to copy it, encouraged by reinforcement and the value of the outcome). If any process fails, the skill is not learned. A coach therefore demonstrates clearly, repeats, sets achievable skills and rewards attempts.

A common dropped mark is listing the processes without explaining what the coach must do to satisfy each.

A Component 1 theory-and-practice question. Markers reward operant conditioning applied and two justified practice methods.

Award marks for: operant conditioning (Thorndike, Skinner) shapes behaviour through the consequences of actions. By the law of effect, actions followed by a satisfying outcome (success, praise, a reward) are repeated and strengthened, while those followed by an unpleasant outcome are not. A coach uses it by reinforcing correct responses (positive reinforcement with praise or rewards), manipulating the environment to make success likely (shaping and the law of exercise, repeating the correct action), so the desired skill is stamped in. Practice methods: massed practice (continuous practice with no or little rest) suits simple, discrete, closed skills and fit, motivated, autonomous performers who need to groove a skill; distributed practice (practice with rest intervals) suits complex, dangerous or fatiguing skills and beginners or those with low fitness, because the rests allow recovery, feedback and mental rehearsal. Other valid pairs include whole practice for highly organised skills and part practice for low-organisation or complex skills.

A top answer applies operant conditioning (reinforce the correct response) and matches each practice method to a learner or skill type.