Behaviourism is a world view that operates on a principle of stimulus-response, i.e. the environment provides a stimulus to which the person learns to respond. In this view, all behaviour can be explained without the need to consider what is happening in a child’s brain during learning.
(Armour, 2011, p. 41).
The theory of behaviourism focuses on the actions and the reactions of athletes, the theory expresses that most learning is done when a mistake is made by an athlete and then rectified by the coach to enable the coaching process to occur. ‘This change in behaviour would be achieved by changing the contingencies of reinforcement operating on that athlete at that moment in time’ (Cox, 1991). Within an observation, behaviourism theory was applied to cricket training with a batsman continuously not in line with the ball, therefore resulting in a poor performance. After instruction, he then alters his technique to follow the directions given by the coach, thus resulting in an improved performance, however, faced in a differing environment this outcome may not be the same. Coaches who adopt a behaviourist approach are able to work alongside their athletes in order to improve skills, hence why behaviourism is favoured when a higher standard and skill is required. In relation to Armours (2011) views that a person’s behaviour will change due to the environmental stimulus, and that learning is based upon how a person modifies their behaviour to improve at what they are trying to learn as proven in the prior example. In adherence to armours view we can concur that this method ensures and develops a student’s behaviour which in turn will aid the student to maximise their full potential and acquisition of skill.
A constructivist theory focuses on the social characteristics of learning and emphasise is placed on an active, interactive and authentic learning settings (Fosnot, 2005, p.18) each teacher or coach will demonstrate their own preference in deliverance of coaching sessions regardless of the sport as a ‘coaching or teaching style can be defined as a descriptive categorization of the individual’s aggregated coaching behaviours.’ (Lyle, 1999, p.27).
The constructivism learning theory argues that people acquire knowledge and form meaning based upon their experiences. The perceived benefit of the constructivism theory is the understanding of how experience constructs and builds upon an individual’s former knowledge which in turn will present the opportunity for new knowledge to be assimilated and demonstrated. Assimilating causes imply that an individual can incorporate new experiences with old experiences. This concept focuses on the understanding of how to adapt and evaluate an individual’s common practices into those that are beneficial and demonstrate a growth of knowledge and skill.
The role of a teacher is very important within the constructivism learning theory. Instead of giving a lecture the teachers that incorporate this theory in to their practices function as facilitators whose role is to aid the student with their acquisition of knowledge. This concept seeks to put the individual needs of each student first and requires the coach or teacher to employ a differentiated methodology suited to the individual needs of a student when teaching or coaching. Teachers are continually in conversation with the students, creating a learning experience that is open to new directions depending upon the needs of the student as learning progresses.
Successful teachers or coaches are those that have the ability to adapt their approaches in order to get the best out of an athlete, group or team. Coaches who do not have this quality will often find their athlete’s progression slower. A behaviourist approach would be suited to an athlete of a high standard as consultation with their coach is often used to enhance skill, whereas a constructivist approach is more fitting for a novice or a lower standard of athlete as instructions from a teacher will enhance the athlete’s knowledge and understanding. Neither approach is better than the other, however it is the duty of the coach to utilise the best of each approach to enable their athlete’s progression. This understanding will better coaches and teachers, whether in the classroom or in elite level sport. Steve Harrison, a 48-year-old professional soccer coach who has previously worked at Middlesbrough Football Club, highlights that:
“… in this country over the past fifteen years we’ve had robotic coaches being churned out playing a robotic way of football, because that is what we were taught at Lilleshall on the Full Badge. So after two weeks at Lilleshall, all the coaches came out knowing and doing the same things because that is what you passed at. There’s been no open mindedness on the Full Badge course.
(Jones, R. Armour, K & Potrac, P. (2004) p.16)
This clearly demonstrates how teachers and coaches are encouraged to alter and adapt their practices so that schooling is more relevant to the children of the 21st century where our society has moved from an agrarian to industrial to informational society. “Teachers today are having to learn to teach in ways in which they have not been taught themselves” (Hargreaves et al, 2001, p. 197).
References
Armour, K. (2011) Sport Pedagogy: An Introduction for Teaching and coaching.
Cox, R. (1991). Motivation. In Sport Psychology: A Self-Help Guide (S.J. Bull, ed.), p. 6-30.
Fosnot, C. (2005) Constructivism. Theory, Perspectives, and Practice.
Jones, R, Armour, K & Potrac, P.(2004) Sports Coaching Cultures: From Practice to Theory.
Leach, J. Moon, B. (1999) Learners and Pedagogy.
Lyle, J. Cross, N (1999). The Coaching Process: principles and practice for sport. Oxford ; Boston. Butterworth-Heinemann.
R. L. Jones, K. M. Armour & Paul Potrac (2003) Constructing Expert Knowledge: A Case Study of a Top-level Professional Soccer Coach Volume 8, Issue 2, 2003 pages 213-229
Siedentop, D. (1987) The Theory and Practice of Sport Education.
Watkins, C. and Mortimer, P. (1999). Pedagogy: what do we know? In Understanding Pedagogy and its Impact on Learning.
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