Understanding different learning theories can be confusing. What if we applied them to a universal subject like sports? This document will apply the different learning theories to baseball pitching instruction.

1. Designing With Theories
Applying learning theories to the topic of
How to Pitch, Learn the Basics of Baseball Pitching
Justin Pearson
EDCI 531
Dr. Watson
Spring 2021

2. BEHAVIORISM
[Primary Theorists]:
B.F. Skinner, J.B Watson
[My Definition]:
Behaviorism is constructed less as a formal theory and more as a psychological observation
mechanism. The main idea is that learning is determined by observation of behavior in changing
environments. There is an emphasis on producing outcomes and observing those outcomes.
[Learning Experiences where theory could apply]:
1) A new sales representative might sit with multiple top sales individuals to listen to their calls.
Throughout the calls, the new employee might be asked how he/she would handle the situation
or jump into calls and receive feedback
2) Sales rep has been tasked to start selling a new product. They have been given demo videos,
audio briefings, etc. to learn. The sales reps can watch the demo video and listen to staged
customer conversations.
[As applied to "How to Pitch, Basics of Baseball Pitching"]:
When I revisited Behaviorism theory in learning and Social Behaviorism, I immediately thought
about specific sports I went through. Baseball specifically is a sport I have played and loved
since I was 6 years old. Principles of learning to play baseball (specifically pitching in this case)
and Behaviorism theory share a few common traits and methods. I would start with showing
basic mechanics to the learners assuming that they have never pitched or do not know how.
There would be an amount of observing of high school, college, and professional pitching that
the learners will need to do (live & on video). Once enough initial observation had been done, I
would break up into groups and walk-through repetitive mechanics practice. Each group would
not be able to move onto the next concept or be able to start throwing until they could all
demonstrate the correct mechanics.
Teach pitching from a Behaviorism perspective would include:
● Observations
● Repetition (through drills)
● Guided Practice
● Performance Review
● Positive Reinforcements (not having to run laps)

3. CONSTRUCTIVISM
[Primary Theorists]:
D.J Cunningham, D. Jonassen, D. Perkins, E. von Glaserfield
[My Definition]:
Constructivism is deep rooted in psychology and philosophy and is a large collection of
approaches. Constructivism supports that learning takes place through main themes of self-
guided learning, self-negotiation, ownership, critical thinking, and self-awareness.
[Learning Experiences where theory could apply]:
1) A college student is given a career path assessment. Based on the results, the student is
presented with 4 career paths and dozens of electives. Using ownership and self-guided learning,
the students could choose their learning path.
2) Group of newly hired sales reps listen to a call and then go around the room, each stating how
they would deal with the call. Each student and the instructor will provide feedback and revisit
their response at the end.
[As applied to "How to Pitch, Basics of Baseball Pitching"]:
I will try to explain a few different techniques I would use in teaching "how to pitch".
1) In order to promote self-negotiation and provide an environment for learners to identify their
own learning goals, I would do a group setting exercise. One by one, I would ask each learner
what 3 pitches they want to learn. I would ask why they wanted to learn that specific pitch so
they could reflect and seek meaning. For example, a student might want to learn how to pitch a
screwball because he is left-handed and his Father told him that pitch is easier for lefties.
Assuming I would eventually cover the fundamentals of all stances (windup or stretch), I would
ask them which stance they would like to learn without providing context.
2) Based on the information above. I would have an exercise where each student will show me
what they think it looks like to use that stance with the three pitches they chose. There are not
necessarily any wrong answers, simply opportunities for students to gain understanding of
themselves, their notions and their experiences to form optimal technique over time.
3) I would provide feedback on the above examples. This would give me the opportunity to
explain that not every pitch is as it looks or seems. For example, it may seem logical that in the
windup you need to kick your leg as high in the air as you can to get the fastest throw. However,
after having the students try these stances in front of me, they can learn through experience using
critical thinking techniques. Video examples can be included in feedback.

4. SITUATED COGNITION
[Primary Theorists]:
J. Lave, A.L. Brown, E. Wenger
[My Definition]:
Situated Cognition theorizes that learning mostly takes place in social activities and situational
conditions. Situated Cognition applies that human development is fundamentally social.
[Learning Experiences where theory could apply]:
1) Using a fitness app like “My Fitness Pal” to connect with your friends, and see what others
around the world are doing to track their food intake, exercise and macronutrients.
2) Group activity where each member is given a job or task (for example a simulated summit of
Everest). This would allow group members to step into a situational role and will ultimately learn
from their own experience and those of their peers.
[As applied to "How to Pitch, Basics of Baseball Pitching"]:
This week we will be revisiting "Learn how to Pitch" from the perspective of "situated
cognition".
Teaching students how to pitch from a situated cognition standpoint may have similar attributes
to cognitive development theory but will have a unique approach. I will want to focus on social
settings to learn where situations can help introduce learning potential. Sociocultural settings will
help the students step away from individual learning pressures. What better way to start social
learning in baseball than to have batting practice! I would break the students up into teams. Each
future pitcher will get several chances to pitch against their teammates. Between each hitter, we
will get a chance to pause and get feedback from the hitter, pitcher and myself (coach). Each
future pitcher will also get a chance to hit several times so that they can see the different types of
stance, release, and pitches from a hitter perspective. This activity should increase learning
through participation and give the students the ability to learn in real world situations.

5. INTERACTIONAL THEORIES
[Primary Theorists]:
J.S. Bruner, Lev Vygotsky
[My Definition]:
Using three modes of cognitive learning (enactive, iconic, symbolic), learning best takes place in
social and interactive scenarios.
[Learning Experiences where theory could apply]:
1) Learning a language in a foreign country. This could use real life conversations in the
language, symbology, group practice, etc.
2) Asking a trained musician to play the same song but in 10 different musical styles. Thus,
using prior knowledge, the musician would need to use social and cultural relevance to apply
different styles to the same song. This would encourage different types of learning techniques to
support interactional theory.
[As applied to "How to Pitch, Basics of Baseball Pitching"]:
Teaching students how to pitch from an interactional theories perspective will also have a unique
approach. Looking at the basic ideas of interactional theories, I wanted to incorporate conceptual
knowledge, and the tools of the learners’ culture (culture being a broad term). The only method I
can think of would begin the learning by having the students (one by one) step up to the pitcher's
mound and show me what they know or think is the right way to execute the different stances,
releases, etc. This would let the students reflect on their own knowledge/thinking and hopefully
produce cognitive conflict. In this learning environment, I suppose we could also use "culture" as
a term to express pitcher characteristics (left-handed, tall, short, long legs, compactness). We
would take those into account as we walked through each student's examples. I would also make
an effort to point out different pitching aspects, signs, etc. for players coming from other
countries like Korea, or Dominican Republic.

6. COGNITIVE DEVELOPMENT
[Primary Theorists]:
J. Piaget, R. Case, D. Klahr, R,J, Sternberg, S. Carey, R. Siegler
[My Definition]:
Cognitive Development theory using psychology foundations to show that people learn in stages
or develop over time through progression. This can be done through pattern recognition,
rehearsal, and multi-store memory function.
[Learning Experiences where theory could apply]:
1) In children the reconstruction of a reality could be learned through putting puzzles together.
2) All ages could apply cognitive development by building airplane or boat models.
[As applied to "How to Pitch, Basics of Baseball Pitching"]:
For Cognitive approach I would first make sure that pitching itself is broken up into organized
categories. This should help with multi-store memory and pattern recognition areas. My
predetermined categories for pitching are Stance, coil, release, & grip. To ensure that the
students were able to multi-store memory of the instruction, I would make sure there were drills
to approach each part. First, to address sensory memory, I would give a repeat visual
demonstration of the different stance options, both correct and incorrect. After repeat visual
examples, I would ask the students to each (one by one) attempt 2 different stances on the
mound/rubber. Each time a student was incorrect or crossed the invisible line I would blast a
loud horn sound. The sensory correction would hopefully lend to the short- and long-term
memory. For the Coil section, I would use a drill where each pitcher performs their coil against a
backdrop or pad while having chalk applied to their leg, foot, glove and shoulder. When done
correctly, the only part of their body that should be touching the pad will NOT leave chalk.
Again, I would use pattern recognition, repetition and rehearsal for each category.

7. SCHEMA THEORY
[Primary Theorists]:
D. P. Ausubel, D.A. Norman, D.E. Rumelhart
[My Definition]:
Schema theory states that learning best takes place when students are building mental models or
schemas to associate information with problem solving.
[Learning Experiences where theory could apply]:
1) In my career, schema theories are often used to teach software principles to clients. If the
client is using our software for basic use-cases, it is easy for us to build on that knowledge and
create models to layer additional features and functionality on top.
2) In teaching math applications, the PEMDAS order of operations concept can help create a
schema that can be applied to future math learning models.
[As applied to "How to Pitch, Basics of Baseball Pitching"]:
For Schema theory I would apply the similar 4 pitching categories (as seen in the other theories),
but would teach them as fundamental models or vehicles that they can then use to evaluate other
pitching situations (when to throw to first, second or third which in those stages of the pitch).
This would allow the pitchers to conceptualize the skills as frameworks that can be situational in
nature. For example, if you understand the stance, you can perfect the coil and release. Once you
understand the situations where different releases and grips are used, then you can create a
mental schema of throwing to bases to “pick off” runners.

8. GAGNE’S THEORY OF INSTRUCTION
[Primary Theorists]:
R.M. Gagne
[My Definition]:
Gagne’s theory of instruction suggests that learning best takes place when nine events take place
during the unique learning situation or environment. Those include: gaining attention, informing
learners of objective, stimulating recall of prior learning, presenting the stimulus, providing
learning guidance, eliciting performance, providing feedback, assassin performance, and
enhancing retention and transfer.
[Learning Experiences where theory could apply]:
1) Any formal certification program would apply to this theory. Let’s take a course and
certification for obtaining a real estate license for example. All 9 events typically take place.
2) Online traffic ticket school is another great example of online coursework (or sometimes in
person) that goes through all 9 events in hopes that the students will pass the exam, retain the
information so they can be better drivers in the future and pass the information on.
[As applied to "How to Pitch, Basics of Baseball Pitching"]:
I have created an infographic to show how Gagne’s 9 events of instruction apply to my topic.
The infographic can be viewed here: https://create.piktochart.com/output/52693604-my-visual