Cognitive theories

-This view of learning is known as 'insight learning'-a learner suddenly discovers the relationship between the many stimuli he has been faced with and 'it all comes together e.g. a learner suddenly gets the timing of a serve correct. Insight learning often results in the performer progressing very quickly after periods of apparently little progress. It is then important that further questions, problems or goals are set in order to motivate the learner to develop their performance further.

-Trial and error has no part to play in cognitive theory as learning is not seen as a random process.

-SO what is learned within Insight Learning is therefore not a set of specific conditioned associations but a real understanding (cognitive) of the relationship between the process and means of achieving the end result. e.g. a defending soccer player who has the reasons explained to him why, when he is the last player in defence, they should not commit themselves, but 'jockey' their opponent, keeping goal side, as this will enable other players to get back to help or put pressure on the attacker possibly forcing a mistake, is more likely to understand when and why to carry out the coaches instructions in future situations and also see the relevance of their role.

-teacher/coaches in practice should have an in-depth knowledge of both the individual learner and the various coaching strategies relevant to the skill being taught.

-It seems that a variety of experiences are essential for learners to develop their 'insight' of the present task or problem using knowledge gained from previous situations.

-teachers should keep motivating the learner by further questioning and problem-solving to help 'insight'.

-this whole learning approach allows learners to develop their own strategies and routes of understanding alongside general principle, thus enabling the quicker learners to progress at their own rate. Playing a game/skill in a whole rather than part way so performers understand what is required.

-cognitive theory could be used as an argument against command approaches to skill teaching