This document discusses psychological aspects of physical education and learning. It defines learning as a progressive change in behavior and emphasizes learning to move and moving to learn. Key elements for learning are a motivated individual, a desired skill or knowledge, and effort to achieve a goal. Motivation is considered the heart of learning. Motor learning involves bodily movements in response to stimuli and forming generalized movement patterns rather than exact repetitions. Prerequisites for learning include maturation, intelligence, aspiration levels, and reaction time. Theories of learning discussed are stimulus-response, cognitive/field theory, and Gagne's views. Basic learning principles are that individuals learn as a whole, learning is active, and in relation to their maturity and experiences.

1. PSYCHOLOGICAL ASPECTS OF
PHYSICAL EDUCATION

2. WHAT IS LEARNING?
• Learning implies a change in a person - a change
in his method of performing a skill, practicing a
habit, gaining ability in performance, or changing
an attitude toward a particular thing.
• Learning implies a progressive change in the
behavior of an individual.
• Learn to move and move to learn is given much
emphasis in the teaching of physical education.

3. Elements needed to have a learning situation:
• motivated human being
• the absence of a skill, knowledge, or other
ingredient that has not as yet been learned
but which is desired by the human being
• an effort on the part of the human being to
achieve the particular goal

4. Motivation a
Basic Factor to
Effective Learning

5. The desire within a human being prompts him to
seek a solution to his recognized need through an
appropriate line of action. This line of action may
require practice, effort, mastery of knowledge or other
behavior in order to be successful in achieving the goal.
The speed with which the goal is achieved will depend
upon the degree to which the individual is motivated,
his capacity, and the nature of the task to be performed.
It is a truism that motivation is the heart of the learning
process.

6. Motor Learning

7. Motor learning is usually defined as learning in which
bodily movements plays a major part. These
movements are patterns of responses to recognized
stimuli. The stimuli (perceived) may be visual,
kinesthetic, auditory or other sense stimuli, or a
combination of the stimuli of several senses. The
movement patterns used by a performer are not
exact repetitions of the same act. What must be
learned is a general pattern, not specific responses
to exact repetitious stimuli.

8. Motor learning is generalized. It is a change in
general form of behavior. The forming of a motor
pattern is of a generalized nature but not the exact
repetition of an original or specific response.

9. PREREQUISITES FOR
LEARNING

10. Prerequisites
• maturation
• intelligence
• level of aspiration
• reaction time

11. • Maturation
• is the acquisition od physical, mental, and social
characteristics through the fulfillment of the innate nature
of the individual.
• implies the readiness for the experiences normally
expected at a given age.
• early mental development is associated with motor
development.
• social maturity is reached at the age of 20 years.
• maturity of growth and intelligence tended to be reached
by 17 years of age.

12. • Intelligence
• the ability to reason or to understand.
• intelligence is more than knowledge - the awareness of
facts - but it requires knowledge as a foundation.
• it involves insight, the recognition of meanings and
relationships between the facts or elements in a
situation.
• Judgment is a more complex ability to evaluate the
worth, utillity, or relevance of the elements in a
problematical situation; thus one can form opinion or
make an intelligent decision.

13. • Understanding is a still higher intellectual ability to
generalize and organize from the awareness of
facts, their relationships, meanings, and importance
for adapting to one's situation.

14. • Level of Aspiration
• One's achievement is partly dependent on one's
aspiration or expectations for himself. His estimations of
success are chiefly in light of this self-set goal and his
past experiences.
• What one says he expects to attain and what he in reality
expects are not always the same. Even what one would
like to attain differ from his achievement. One's aspiration
vary with the activity or the job. It can be said, however,
that one's aspiration can be a strong motive for
achievement.

15. • Reaction Time
• refers to the interval of time between the signal to
respond (stimulus) and the beginning of the
response, not including the time it takes to
accomplish the task.
• reflects the lag in the functions of an individual's
nervous system.

16. • when a response is new to an individual, the
reaction time is usually slow, allowing great
potential for improving reaction time. As the
response is repeated many times, it should be
remembered that a small change in reaction time
may often have significant influence on
performance. Reaction time is highly specific to a
particular movement.

17. THEORIES OF LEARNING

18. The function of any theory is to provide a
framework to explain under what conditions
learning occurs, how knowledges and skills
are retained, and in the case of performing
motor skills, how one achieves the best
performance possible.

19. Stimulus - Response Theory (Associative Theory)
• developed by Edward Thorndike.
• learning takes place by conditioning a response to a
stimulus.
• emphasizes that when an individual is stimulated to
perform an act or response and this act of response
is accompanied by pleasure or satisfaction, he will
remember and also repeat the act.
practice drill or habbit

20. Cognitive Theory of Learning (Field Theory)
• developed by Gestalt
• focuses on the individual
• an individual learns a task as a meaningful whole rather
than asa series of related parts
• response is not the stimulus but to the learner's inner
perception of the reconstruction of the stimulus in terms of
the whole situation.
• Jerome Bruner - discovery approach - teacher places the
students in situations in which insight determines solution
to the problem

21. Some ways to facilitate learning recommended by Gagne:
1. It is generally recognized that each learner has different
prerequisites skills he attempts to learn a new activity. A
complete diagnostic survey should be made of what the
child can and cannot do.
2. The teacher should have available the prerequisites the
child has not yet mastered.
3. Students do not need additional practice to ensure
retention but should be subjected to periodic and spaced
reviews.

22. Recent Views on Learning
• Robert Gagne - questioned the older concept of learning
advanced by Thorndike
• He maintains that the older concept of establishing and
strengthening connections in learning does not take into
account events that transpire inside and outside the
learner. He further states that in teaching the school
subjects, repetition is not necessary in oreder to learn,
and he suggests that prior learning of prerequisite skills or
capabilities is the most important factor to insure learning.

23. BASIC PRINCIPLES OF
LEARNING

24. Some basic principles of learning that have
implications in the teaching of physical education:
1. The learner learns as a whole individual.
2. Learning is an active process.
3. The child learns in terms of his maturity, his
experience background, and his own purposes.