Transcript Sport Psychology: History

REINFORCEMENT
AND FEEDBACK
Damon Burton
University of Idaho
ABC’S OF
BEHAVIOR CONTROL
If antecedent stimuli (A) are
present,
 AND behavior (B) is emitted,
 THEN consequence (C) will
occur

ANTECEDENTS:
STIMULUS CONTROL
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Discriminative Stimuli – are
antecedents that signal likely
consequences of particular
behaviors in specific situations.
For example, the ability to read and
react in sport uses this principle.
Stimulus control – occurs when
antecedents are influential in
prompting a specific behavior.
RESPONSE
CONSEQUENCES


Consequences always involve
either the presentation,
nonoccurrence or removal of a
positive or aversive stimulus.
Teachers and coaches can choose
to use either positive control,
aversive control or a combination
of the 2 to motivate students or
athletes.
REINFORCEMENT
TERMINOLOGY
What is reinforcement?
 What is punishment?
 What is extinction?
 What is the difference between
positive and negative
reinforcement?
 What is the difference between the
2 types of punishment?

5 BASIC RESPONSE
CONSEQUENCES
Present
Remove
Extinction
(weakens behavior)
Positive
Stimuli
Positive Reinforcement
(strengthens behavior)
Aversive
Stimuli
Punishment
(suppresses/weakens
behavior)
Response Cost
Punishment
(weakens behavior)
Negative
Reinforcement
(strengthens
behavior)
WHAT IS
REINFORCEMENT?

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Reinforcement – is anything that increases
likelihood that a behavior will occur in the future
under the same conditions. It may enhance both
the quantity and/or quality of a behavior.
For example, telling an athlete “good job” when she
masters a new skill.
For example, increasing an athlete’s playing time
for their hard work in practice.
What is the most frequently used reinforcer in
sport?
What is sport’s most powerful reinforcer?
TYPES OF SPORT
REINFORCEMENT

What is the most frequently used
reinforcer in sport?
• verbal praise

What is the most powerful
reinforcer in sport?
• playing time
WHAT IS
PUNISHMENT?





Punishment – is the presentation of an
aversive stimuli in order to decrease the
quantity and/or quality of a behavior.
For example, criticizing an athlete who is not
paying attention.
For example, suspending an athlete from the
team for 4 games for breaking team rules.
What is the most frequently used
punishment in sport?
What is sport’s most powerful punishment?
TYPES OF SPORT
PUNISHMENT

What is the most frequently used
punishment in sport?
• stern rebuke

What is the most powerful
punishment in sport?
• lack of playing time, suspension or
dismissal from team
EXTINCTION


Extinction – removal of a positive
stimulus that has in the past
followed certain behavioral
results.
For example, when an athlete no
longer get attention for being the
“team clown,” his showoff
behavior will normally decrease.
What is the difference
between positive and
negative reinforcement?
POSITIVE VERSUS NEGATIVE
REINFORCEMENT


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Positive reinforcement – present or add positive
stimuli in order to increase the likelihood that the
behavior, (i.e., quantity, quality or both) will occur
under the same conditions.
What would be a good example of positive
reinforcement?
Negative reinforcement – remove or take away an
aversive stimuli in order to strengthen a behavior
that results in successful avoidance. It could
change both the quantity and quality of a behavior.
Give a good example of negative reinforcement.
What is the difference
between regular
punishment and response
cost punishment?
TWO FORMS OF
PUNISHMENT

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Punishment entails presentation of
aversive stimuli with the effect of
suppressing the behavior.
For example, making athletes run at
6:00 AM for breaking training rules.
Response Cost Punishment –
contingently taking away something
valued by the athlete.
For example, cutting athletes playing
time for not training hard.
NEGATIVE SIDE EFFECTS
OF PUNISHMENT
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Punishment promotes fear and can
prompt athletes to become
motivated by “fear of failure.”
Develops an unpleasant team
climate that reduces enjoyment,
Reduces coach’s ability to be a good
“role model,” and
Inhibits ability to develop good
coach-athlete relationships.
WHY AVERSIVE CONTROL
COACHES SUCCEED

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They communicate caring for players
as people so “abuse is not taken
personally.”
They recruit talented athletes,
They recruit “thick-skinned” athletes
who are less bothered by abuse,
They are skilled teachers and
tacticians who can overcome the
abuse.
POSITIVE CONTROL
COACHES

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Like John Wooden, they view
mistakes as the “stepping stones to
achievement.”
Emphasis is on improving skills
rather than “not screwing up.”
Most top coaches and teachers use
a very high percentage of positive
reinforcement (i.e., 80-90%) and a
minimal amount of punishment.
POSITIVE CONTROL
COACHES
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Foster a positive learning environment
in which mistakes are viewed as a
valuable part of learning.
Promote positive coach-athlete
relationships.
Athletes like coaches more,
Athletes enjoy sport experience more,
Creates high team cohesion,
Athletes perform better.
HOW REINFORCEMENT
ENHANCES BEHAVIOR
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Find a reinforcer that works for
each athlete,
Make reinforcement dependent
on performing the desired
behavior,
Make sure the athlete specifically
understands why the
reinforcement is being given
WHAT IS “SHAPING?”

“Shaping” – is the process of using

reinforcement to gradually enhance
performance using operant conditioning
principles.
Operant conditioning – the process of
allowing an animal to operate on its
environment until it performs correctly
and then reinforce them for it to motivate
them to repeat the desired behavior
OPERANT
CONDITIONING
What are the principles
you see in this video?
How well do you think
these principles would
apply to human beings?
“SHAPING” -- HUMAN
OPERANT CONDITIONING
 Shaping – breaks down a complex skill
into a series of manageable parts or
goals and systematically uses
reinforcement to gradually improve
performance.
 Each time the first goal is attained, the
individual is reward
immediate reinforcement
reinforced every time
“SHAPING” -- HUMAN
OPERANT CONDITIONING



Shaping is “catching athletes doing
something well or at least better.”
Gradually reinforcement is modified to
enhance retention
delayed reinforcement
reinforce every 3, 5, 7, & 9 times
Once Goal 1 is mastered, then shaping
moves on to Step 2 and the process
repeats
REINFORCEMENT
SCHEDULES

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Continuous schedules – reinforce
immediately and every time and
they enhance immediate
motivation.
Intermittent schedules –
reinforcement is delayed and occurs
on a schedule such as every 3rd, 5th,
7th, or 9th time in order to enhance
long-term motivation and retention.
WHAT TO REINFORCE
effort,
 learning new material,
 skill improvement,
 mental preparation,
 strategy selection and use,
and
 reaching goals.

SHAPING PROCESS
B
4
3
2
1
A
Shaping – start with
Step 1 and work on
it until behavior is
consistent and then
move to Step 2,
then Step 3 and
finally Step 4
FOOTBALL SHAPING
EXAMPLE
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Komaki & Barnett (1977) identified 3
offensive plays that were each broken
down into 5 stages judged crucial for
overall play execution.
For one play, the 5 stages included:
•
•
•
•
•
quarterback-center exchange,
quarterback spin and pitch,
halfback and fullback lead blocks,
other halfback running correct route,
quarterback block.
BEHAVIORAL COACHING
PROCEDURES
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Execute the play and “freeze” on
the whistle.
Coach judges correct execution and
says “freeze” if incorrect.
Coach describes the incorrect
behavior.
Coach models the correct behavior.
Athletes imitate correct behavior
and feel good position.
FOOTBALL SHAPING
EXAMPLE
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The coach knew what to specifically
look for and specific feedback was
given on the execution of each stage.
During Stage 1, correct execution was
monitored before shaping was
initiated.
During Stage 2, shaping procedures
were used to try to enhance
execution.
FOOTBALL SHAPING
EXAMPLE
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Each time the play was run, the
coach checked off which stages of
the play were executed successfully.
Reinforcement was given to players
for the stages run successfully.
Performance increased significantly
for each of the 3 plays following
shaping.
FOOTBALL SHAPING
EXAMPLE
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Play A went from 62% to 82%
correct execution.
Play B improved from 54% to 82%.
Play C execution increased from
66% to 80%.
Systematic reinforcement can be a
great performance enhancement
strategy.
REINFORCEMENT AND
INTRINSIC MOTIVATION

Self-Determination Theory –
confirms that reinforcement
doesn’t have to reduce intrinsic
motivation as long as it is given to
•
•
recognize increased competence
and
greater levels of self-determination
 Contingent rewards promote IM
MOTIVATIONAL CLIMATE

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Shaping creates a mastery-oriented
motivational climate than fosters
IM, learning and improvement
Outcome-based rewards promote an
ego-oriented motivation climate
that prompts overemphasis on
winning, fear of failure,
underdevelopment and
underachievement
PERFORMANCE
FEEDBACK

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75% of John Wooden’s feedback to
his team was instructional in nature.
Feedback motivates directly.
Feedback can also
 focus attention,
 enhance effort,
 promote persistence and
 stimulate use of new task strategies.
BEHAVIORAL COACHING
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Teach skills in a way that allows
for greater opportunities to use
reinforcement.
Emphasis is on systematically
making closer and closer
approximations of correct
technique and form.
Understand correct form and
focus on what it feels like.
GOLF BEHAVIORAL
COACHING EXAMPLE
GOLF BEHAVIORAL
COACHING EXAMPLE
GOLF BEHAVIORAL
COACHING EXAMPLE
GOLF BEHAVIORAL
COACHING EXAMPLE
TENNIS EXAMPLE
BEHAVIORAL COACHING
TENNIS EXAMPLE
BEHAVIORAL COACHING
AEROBIC POINTS
BEHAVIORAL COACHING
COACHING EDUCATION
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
Ron Smith, Frank Smoll and their
colleagues developed Coach
Education Training (CET) based on
observation research of effective
coaches using the Coaching Behavior
Assessment System (CBAS)
CET is primarily based on teaching
coaches to use effective
reinforcement, feedback and
instructional strategies.
COACHING BEHAVIOR
ASSESSMENT SYSTEM
COACHING EDUCATION
STUDIES
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Trained coaches could learn to provide
better instruction, reinforcement and
feedback than nontrained coaches.
Athletes playing for trained coaches
were more confident, less anxious, more
satisfied, enjoyed sport more, and
dropped out less than players who
played for nontrained coaches.
Low self-esteem kids benefitted most
playing for trained coaches.