There are several theories about learning and, even if there are differences between them, there is a tendency to supplement and complement each other. Almost all learning in skiing is influenced by one of these theories.
Behaviorism
Behaviorism is a theory characterized by understanding learning as something mechanical and reductionist. The person who is learning skiing is studied through the observation of his or her behavior (observable behavior) without taking reflection into account. According to this theory, a stimulus provokes a response as a result of the interaction between us and the environment.
Behaviorism considers the learner as a tabula rasa who depends on external stimuli to learn. He or she adopts a passive attitude since the instructor is the one who provides all the information and the executions to be performed. John Locke, philosopher and physician, introduced this term that can be interpreted as ‘blank page’, explaining that everyone is born without knowledge and that learning is acquired only through experiences. In our case this is not the occasion because even if the beginner has never seen snow in his life he brings with him learning experiences from other sports or daily activities that can be applied to learning this new activity.
Classical or conditioned behaviorism is based on the ideas of the physiologist Ivan Pavlov who argued that behavior was limited only to reflexes. An unconditioned natural relationship generated by stimulus association might be as follows: we pass through an icy area (unconditioned stimulus); our edges produce an exasperating scraping noise against the ice; we become tense and unsettled (unconditioned response). In following occasions, upon hearing the noise of the scraping of the edges against the ice (conditioned stimulus), we automatically generate tension and destabilization (conditioned response).
Conditioning through experience is manifested, in another example, when skiing in deep snow, several falls may be experienced producing an unpleasant sensation. When exposed again to the same type of snow and, in relation to the previous experience, a conditioned aversion is generated.
Operant behaviorism or instrumented conditioning affirms that learning takes place by means of connections between stimuli and responses: a stimulus provokes a behavior that is consolidated after successive trials and errors.
Behaviors are naturally expressed and learning occurs because of their consequences, which can be pleasant (reinforces the behavior) or unpleasant (weakens the behavior). If we ski down a mogul field and we fall and get hurt (unpleasant consequence), we will surely have learned to avoid such areas. If a child tries a jump and stays in the air for a short period of time (pleasant consequence), he will reinforce that behavior by seeking to jump higher and farther.
In this type of learning there would be certain ‘laws’:
- Disposition postulates that if our organism is prepared, the connection with what is to be learned is pleasurable and favors learning. On the contrary, learning is inhibited if the result of the connection is not pleasant.
- The effect of the relationship between the stimulus and our response to a learning situation can be strengthened or weakened depending on whether it generates enthusiasm and satisfaction or, on the contrary, if it causes annoyance.
- The frequency of practice influences the consolidation of what has been learned but if we feel uncomfortable, bored, or fatigued, it will be difficult to achieve the desired aptitude. Moreover, repetition per se does not establish learning but only that which has a certain meaning for us. According to the Law of frequency, movements that are repeated the most are those that tend to be retained. Therefore, it is essential that before starting the repetition phase, movements and actions should be appropriate.
Experiential Learning Theory
It deals with different learning styles based on genetics, experiences, and environment. This theory stresses the fact that learning is best when we participate actively and reflectively in an experience.
It argues that true learning is based on a four-pronged continuum composed of concrete experience; reflective observation; abstract conceptualization; and active experience. According to this theory we would first gain immediate and concrete experiences, then reflect on observations of those experiences, continue with the formation of concepts and generalizations, ending with its application to new situations. In this last phase of experiential learning we would put into practice the experience acquired to generate a change in behavior or attitude. As we go through the four phases the process repeats itself.
Appropriating an experience refers to our ability to apprehend the know-how. The grasping of the external experience is processed and assimilated, becoming an internal experience which generates a change in us, being from passive receiver to active executor. It transposes a condition of weakness, inaction, and dependence to one of strength, dynamism, and independence. When external experience is appropriated and converted into internal experience, meaningful learning occurs.
