REINFORCEMENT AND FEEDBACK Damon Burton University of Idaho.

REINFORCEMENT REINFORCEMENT AND FEEDBACKAND FEEDBACK

Damon BurtonDamon Burton

University of IdahoUniversity of Idaho

ABC’S OF ABC’S OF BEHAVIOR CONTROLBEHAVIOR CONTROL

If If antecedentantecedent stimuli (A)stimuli (A) are present,are present,

AND AND behavior (B)behavior (B) is is emitted,emitted,

THEN THEN consequence (C)consequence (C) will will occuroccur

ANTECEDENTS: ANTECEDENTS: STIMULUS CONTROL STIMULUS CONTROL

Discriminative Stimuli Discriminative Stimuli – are – are antecedents that signal likely antecedents that signal likely consequences of particular consequences of particular behaviors in specific situations.behaviors in specific situations.

For example, the ability to read and For example, the ability to read and react in sport uses this principle.react in sport uses this principle.

Stimulus control Stimulus control – occurs when – occurs when antecedents are influential in antecedents are influential in prompting a specific behavior.prompting a specific behavior.

RESPONSE RESPONSE CONSEQUENCESCONSEQUENCES

ConsequencesConsequences always involve always involve either the presentation, either the presentation, nonoccurrence or removal of a nonoccurrence or removal of a positive or aversive stimulus.positive or aversive stimulus.

Teachers and coaches can choose Teachers and coaches can choose to use either to use either positive controlpositive control, , aversive control aversive control or a or a combination combination of the 2 of the 2 to motivate students or to motivate students or athletes.athletes.

REINFORCEMENT REINFORCEMENT TERMINOLOGYTERMINOLOGY

What is reinforcement?What is reinforcement? What is punishment?What is punishment? What is extinction?What is extinction? What is the difference between What is the difference between

positive and negative positive and negative reinforcement?reinforcement?

What is the difference between What is the difference between the 2 types of punishment?the 2 types of punishment?

5 BASIC RESPONSE 5 BASIC RESPONSE CONSEQUENCESCONSEQUENCES

Positive Reinforcement(strengthens

behavior)

Extinction(weakens behavior)

Response Cost Punishment

(weakens behavior)

Punishment(suppresses/

weakens behavior)

Negative Reinforcement(strengthens

behavior)

Present Remove

Positive

Stimuli

Aversive

Stimuli

WHAT IS WHAT IS REINFORCEMENT?REINFORCEMENT?

ReinforcementReinforcement – is anything that increases – is anything that increases likelihood that a behavior will occur in the likelihood that a behavior will occur in the future under the same conditions. It may future under the same conditions. It may enhance both the quantity and/or quality of a enhance both the quantity and/or quality of a behavior.behavior.

For example, telling an athlete “good job” For example, telling an athlete “good job” when she masters a new skill.when she masters a new skill.

For example, increasing an athlete’s playing For example, increasing an athlete’s playing time for their hard work in practice.time for their hard work in practice.

What is the most frequently used reinforcer in What is the most frequently used reinforcer in sport?sport?

What is sport’s most powerful reinforcer?What is sport’s most powerful reinforcer?

TYPES OF SPORT TYPES OF SPORT REINFORCEMENTREINFORCEMENT

What is the What is the most frequently most frequently used reinforcer in sport?used reinforcer in sport?• verbal praiseverbal praise

What is the What is the most powerful most powerful reinforcer in sport?reinforcer in sport?• playing timeplaying time

WHAT IS WHAT IS PUNISHMENT?PUNISHMENT?

PunishmentPunishment – is the presentation of an – is the presentation of an aversive stimuli in order to decrease the aversive stimuli in order to decrease the quantity and/or quality of a behavior.quantity and/or quality of a behavior.

For example, criticizing an athlete who is For example, criticizing an athlete who is not paying attention.not paying attention.

For example, suspending an athlete from For example, suspending an athlete from the team for 4 games for breaking team the team for 4 games for breaking team rules.rules.

What is the most frequently used What is the most frequently used punishment in sport?punishment in sport?

What is sport’s most powerful punishment?What is sport’s most powerful punishment?

TYPES OF SPORT TYPES OF SPORT PUNISHMENTPUNISHMENT

What is the What is the most frequently most frequently used punishment in sport?used punishment in sport?• stern rebukestern rebuke

What is the What is the most powerful most powerful punishment in sport?punishment in sport?• lack of playing time, suspension lack of playing time, suspension

or dismissal from teamor dismissal from team

EXTINCTIONEXTINCTION

ExtinctionExtinction – removal of a – removal of a positive stimulus that has in the positive stimulus that has in the past followed certain behavioral past followed certain behavioral results.results.

For example, when an athlete no For example, when an athlete no longer get attention for being longer get attention for being the “team clown,” his showoff the “team clown,” his showoff behavior will normally decrease.behavior will normally decrease.

What is the difference What is the difference between positive and between positive and negative negative reinforcement?reinforcement?

POSITIVE VERSUS NEGATIVE POSITIVE VERSUS NEGATIVE REINFORCEMENTREINFORCEMENT

Positive reinforcement Positive reinforcement – – present or add positive present or add positive stimuli stimuli in order to increase the likelihood that in order to increase the likelihood that the behavior, (i.e., quantity, quality or both) the behavior, (i.e., quantity, quality or both) will occur under the same conditions.will occur under the same conditions.

What would be a good example of positive What would be a good example of positive reinforcement?reinforcement?

Negative reinforcement Negative reinforcement – – remove or take awayremove or take away an aversive stimuli an aversive stimuli in order to strengthen a in order to strengthen a behavior that results in successful avoidance. behavior that results in successful avoidance. It could change both the quantity and quality of It could change both the quantity and quality of a behavior.a behavior.

Give a good example of negative reinforcement.Give a good example of negative reinforcement.

What is the difference What is the difference between regular between regular punishment and punishment and response cost response cost punishment?punishment?

TWO FORMS OF TWO FORMS OF PUNISHMENTPUNISHMENT

PunishmentPunishment entails presentation of entails presentation of aversive stimuli with the effect of aversive stimuli with the effect of suppressing the behavior.suppressing the behavior.

For example, making athletes run at For example, making athletes run at 6:00 AM for breaking training rules.6:00 AM for breaking training rules.

Response Cost Punishment – Response Cost Punishment – contingently taking away something contingently taking away something valued by the athlete.valued by the athlete.

For example, cutting athletes playing For example, cutting athletes playing time for not training hard.time for not training hard.

NEGATIVE SIDE NEGATIVE SIDE EFFECTS OF EFFECTS OF

PUNISHMENTPUNISHMENT Punishment promotes fear and Punishment promotes fear and

can prompt athletes to become can prompt athletes to become motivated by motivated by “fear of failure.” “fear of failure.”

Develops an unpleasant team Develops an unpleasant team climate that reduces enjoyment,climate that reduces enjoyment,

Reduces coach’s ability to be a Reduces coach’s ability to be a good “role model,” andgood “role model,” and

Inhibits ability to develop good Inhibits ability to develop good coach-athlete relationships.coach-athlete relationships.

WHY AVERSIVE WHY AVERSIVE CONTROL COACHES CONTROL COACHES

SUCCEEDSUCCEED They communicate caring for players They communicate caring for players

as people so “as people so “abuse is not taken abuse is not taken personally.”personally.”

They recruit talented athletes,They recruit talented athletes, They recruit “thick-skinned” athletes They recruit “thick-skinned” athletes

who are less bothered by abuse,who are less bothered by abuse, They are skilled teachers and They are skilled teachers and

tacticians who can overcome the tacticians who can overcome the abuse.abuse.

POSITIVE CONTROL POSITIVE CONTROL COACHESCOACHES

Like John Wooden, they view Like John Wooden, they view mistakes as the “stepping stones mistakes as the “stepping stones to achievement.” to achievement.”

Emphasis is on improving skills Emphasis is on improving skills rather than “not screwing up.”rather than “not screwing up.”

Most top coaches and teachers use Most top coaches and teachers use a very high percentage of positive a very high percentage of positive reinforcement (i.e., 80-90%) and a reinforcement (i.e., 80-90%) and a minimal amount of punishment. minimal amount of punishment.

POSITIVE CONTROL POSITIVE CONTROL COACHESCOACHES

Foster a positive learning environment Foster a positive learning environment in which mistakes are viewed as a in which mistakes are viewed as a valuable part of learning.valuable part of learning.

Promote positive coach-athlete Promote positive coach-athlete relationships.relationships.

Athletes like coaches more,Athletes like coaches more, Athletes enjoy sport experience more,Athletes enjoy sport experience more, Creates high team cohesion,Creates high team cohesion, Athletes perform better.Athletes perform better.

HOW REINFORCEMENT HOW REINFORCEMENT ENHANCES BEHAVIORENHANCES BEHAVIOR

Find a reinforcer that works for Find a reinforcer that works for each athlete,each athlete,

Make reinforcement dependent Make reinforcement dependent on performing the desired on performing the desired behavior,behavior,

Make sure the athlete Make sure the athlete specifically understands why specifically understands why the reinforcement is being the reinforcement is being givengiven

WHAT IS WHAT IS “SHAPING?”“SHAPING?”

““Shaping” Shaping” – is the process of using – is the process of using reinforcement to gradually enhance reinforcement to gradually enhance performance using operant performance using operant conditioning principles.conditioning principles.

Operant conditioning – Operant conditioning – the process of the process of allowing an animal to operate on its allowing an animal to operate on its environment until it performs environment until it performs correctly and then reinforce them for correctly and then reinforce them for it to motivate them to repeat the it to motivate them to repeat the desired behaviordesired behavior

OPERANT OPERANT CONDITIONINGCONDITIONING

What are the principles What are the principles you see in this video?you see in this video?

How well do you think How well do you think these principles would these principles would apply to human beings?apply to human beings?

““SHAPING” -- HUMAN SHAPING” -- HUMAN OPERANT CONDITIONINGOPERANT CONDITIONING

ShapingShaping – breaks down a complex – breaks down a complex skill into a series of manageable skill into a series of manageable parts or goals and systematically parts or goals and systematically uses reinforcement to gradually uses reinforcement to gradually improve performance.improve performance.

Each time the first goal is attained, Each time the first goal is attained, the individual is rewardthe individual is rewardimmediate reinforcementimmediate reinforcementreinforced every timereinforced every time

““SHAPING” -- HUMAN SHAPING” -- HUMAN OPERANT OPERANT

CONDITIONINGCONDITIONING Shaping is “catching athletes doing Shaping is “catching athletes doing

something well or at least better.”something well or at least better.” Gradually reinforcement is modified Gradually reinforcement is modified

to enhance to enhance retentionretentiondelayed reinforcementdelayed reinforcementreinforce every 3, 5, 7, & 9 timesreinforce every 3, 5, 7, & 9 times

Once Goal 1 is mastered, then Once Goal 1 is mastered, then shaping moves on to Step 2 and the shaping moves on to Step 2 and the process repeatsprocess repeats

REINFORCEMENT REINFORCEMENT SCHEDULESSCHEDULES

Continuous schedules Continuous schedules – reinforce – reinforce immediately and every time and immediately and every time and they enhance immediate they enhance immediate motivation.motivation.

Intermittent schedules –Intermittent schedules – reinforcement is delayed and occurs reinforcement is delayed and occurs on a schedule such as every 3on a schedule such as every 3rdrd, 5, 5thth, , 77thth, or 9, or 9thth time in order to enhance time in order to enhance long-term motivation and retention.long-term motivation and retention.

WHAT TO REINFORCEWHAT TO REINFORCE

effort,effort, learning new material,learning new material, skill improvement,skill improvement, mental preparation,mental preparation, strategy selection and use, strategy selection and use,

and and reaching goals.reaching goals.

SHAPING PROCESSSHAPING PROCESS

BB

A

1

2

3

4

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 FOOTBALL SHAPING EXAMPLEEXAMPLE

Komaki & Barnett (1977) identified 3 Komaki & Barnett (1977) identified 3 offensive plays that were each broken offensive plays that were each broken down into 5 stages judged crucial for down into 5 stages judged crucial for overall play execution.overall play execution.

For one play, the 5 stages included: For one play, the 5 stages included: • quarterback-center exchange,quarterback-center exchange,

• quarterback spin and pitch,quarterback spin and pitch,

• halfback and fullback lead blocks, halfback and fullback lead blocks,

• other halfback running correct route, other halfback running correct route,

• quarterback block.quarterback block.

BEHAVIORAL BEHAVIORAL COACHING COACHING

PROCEDURESPROCEDURES Execute the play and “freeze” on Execute the play and “freeze” on

the whistle.the whistle. Coach judges correct execution and Coach judges correct execution and

says “freeze” if incorrect.says “freeze” if incorrect. Coach describes the incorrect Coach describes the incorrect

behavior.behavior. Coach models the correct behavior.Coach models the correct behavior. Athletes imitate correct behavior Athletes imitate correct behavior

and feel good position.and feel good position.

FOOTBALL SHAPING FOOTBALL SHAPING EXAMPLEEXAMPLE

The coach knew what to specifically The coach knew what to specifically look for and specific feedback was look for and specific feedback was given on the execution of each stage.given on the execution of each stage.

During Stage 1, correct execution During Stage 1, correct execution was monitored before shaping was was monitored before shaping was initiated.initiated.

During Stage 2, shaping procedures During Stage 2, shaping procedures were used to try to enhance were used to try to enhance execution.execution.

FOOTBALL SHAPING FOOTBALL SHAPING EXAMPLEEXAMPLE

Each time the play was run, the coach Each time the play was run, the coach checked off which stages of the play checked off which stages of the play were executed successfully.were executed successfully.

Reinforcement was given to players for Reinforcement was given to players for the stages run successfully.the stages run successfully.

Performance increased significantly for Performance increased significantly for each of the 3 plays following shaping.each of the 3 plays following shaping.

FOOTBALL SHAPING FOOTBALL SHAPING EXAMPLEEXAMPLE

Play A went from 62% to 82% Play A went from 62% to 82% correct execution.correct execution.

Play B improved from 54% to Play B improved from 54% to 82%.82%.

Play C execution increased from Play C execution increased from 66% to 80%.66% to 80%.

Systematic reinforcement can be Systematic reinforcement can be a great performance a great performance enhancement strategy.enhancement strategy.

REINFORCEMENT AND REINFORCEMENT AND INTRINSIC INTRINSIC

MOTIVATIONMOTIVATION Self-Determination Theory Self-Determination Theory – –

confirms that reinforcement confirms that reinforcement doesn’t have to reduce intrinsic doesn’t have to reduce intrinsic motivation as long as it is given tomotivation as long as it is given to• recognize increased competence and recognize increased competence and

• greater levels of self-determinationgreater levels of self-determination

Contingent rewards promote IMContingent rewards promote IM

MOTIVATIONAL MOTIVATIONAL CLIMATECLIMATE

Shaping creates a Shaping creates a mastery-oriented mastery-oriented motivational climate motivational climate than fosters than fosters IM, learning and improvementIM, learning and improvement

Outcome-based rewards promote an Outcome-based rewards promote an ego-oriented motivation climate ego-oriented motivation climate that prompts overemphasis on that prompts overemphasis on winning, fear of failure, winning, fear of failure, underdevelopment and underdevelopment and underachievementunderachievement

PERFORMANCE PERFORMANCE FEEDBACKFEEDBACK

75% of John Wooden’s feedback to 75% of John Wooden’s feedback to his team was instructional in nature.his team was instructional in nature.

Feedback motivates directly.Feedback motivates directly. Feedback can alsoFeedback can also

focus attention, focus attention, enhance effort, enhance effort, promote persistence and promote persistence and stimulate use of new task stimulate use of new task

strategies.strategies.

BEHAVIORAL BEHAVIORAL COACHINGCOACHING Teach skills in a way that Teach skills in a way that

allows for greater opportunities allows for greater opportunities to use reinforcement.to use reinforcement.

Emphasis is on systematically Emphasis is on systematically making closer and closer making closer and closer approximations of correct approximations of correct technique and form.technique and form.

Understand correct form and Understand correct form and focus on what it feels like.focus on what it feels like.

GOLF BEHAVIORAL GOLF BEHAVIORAL COACHING EXAMPLECOACHING EXAMPLE

GOLF BEHAVIORAL GOLF BEHAVIORAL COACHING EXAMPLECOACHING EXAMPLE

GOLF BEHAVIORAL GOLF BEHAVIORAL COACHING EXAMPLECOACHING EXAMPLE

GOLF BEHAVIORAL GOLF BEHAVIORAL COACHING EXAMPLECOACHING EXAMPLE

TENNIS EXAMPLE TENNIS EXAMPLE BEHAVIORAL BEHAVIORAL COACHINGCOACHING

TENNIS EXAMPLE TENNIS EXAMPLE BEHAVIORAL BEHAVIORAL COACHINGCOACHING

AEROBIC POINTS AEROBIC POINTS BEHAVIORAL BEHAVIORAL COACHINGCOACHING

COACHING EDUCATIONCOACHING EDUCATION

Ron Smith, Frank Smoll and their Ron Smith, Frank Smoll and their colleagues developed colleagues developed Coach Coach Education Training (CET) Education Training (CET) based on based on observation research of effective observation research of effective coaches using the Coaching coaches using the Coaching Behavior Assessment System (CBAS)Behavior Assessment System (CBAS)

CET is primarily based on teaching CET is primarily based on teaching coaches to use effective coaches to use effective reinforcement, feedback and reinforcement, feedback and instructional strategies.instructional strategies.

COACHING BEHAVIOR COACHING BEHAVIOR ASSESSMENT SYSTEMASSESSMENT SYSTEM

COACHING EDUCATION COACHING EDUCATION STUDIESSTUDIES

Trained coaches could learn to provide Trained coaches could learn to provide better instruction, reinforcement and better instruction, reinforcement and feedback than nontrained coaches.feedback than nontrained coaches.

Athletes playing for trained coaches Athletes playing for trained coaches were more confident, less anxious, were more confident, less anxious, more satisfied, enjoyed sport more, more satisfied, enjoyed sport more, and dropped out less than players who and dropped out less than players who played for nontrained coaches.played for nontrained coaches.

Low self-esteem kids benefitted most Low self-esteem kids benefitted most playing for trained coaches.playing for trained coaches.