# data[].attributes.headline
AYERS, H.,CLARKE, D., and MURRAY,A. (2000) Perspectives on Behaviour. 2nd Ed. David Fulton: Oxon

# data[].attributes.subject
AYERS, H.,CLARKE, D., and MURRAY,A. (2000) Perspectives on Behaviour. 2nd Ed. David Fulton: Oxon

# data[].attributes.headline
Positive Renforcement and Negative Reinforcement

# data[].attributes.subject
Positive Renforcement and Negative Reinforcement

# data[].attributes.body
Positive - Behaviour is reinforced by the addition of a desired stimulus

Negative - Tis involves threats or taking away a stimulus in order to increase certain behaviour.

# data[].attributes.body
All models have specific goals and outcomes

Models have specific stages which is typical of behaviourism

Positive and negative reinforcement is used in several models where feedback is given.

# data[].attributes.headline
R. M. Gagné - Theory of Instruction                                                                                                                 

# data[].attributes.subject
R. M. Gagné - Theory of Instruction                                                                                                                 

# data[].attributes.body
A more recent proponent of the behaviourist approach can be found in the work of Gagné.  In his theory of instruction, Gagné suggests that learning takes place in a hierarchical way.  He proposes an eight-stage model, each stage of which is associated with a type of learning that influences the way that instruction is delivered.  Gagne says that learning at one level is only possible if learning at a previous level has already taken place.

Gagné’s eight types of learning are:

Signal learning/recognition(recognising that something is happening)

Stimulus/response learning(learning the response to the stimulus)

Motor chain learning(learning the sequence of actions necessary)

Verbal chain learning(associating words in sequence)

Multiple discrimination(choosing relevant responses to particular stimuli)

Concept learning(making a common response to a class of stimuli)

Acquisition of rules(concepts joining together to guide behaviour)

Problem solving(combining rules to form a new capability).

(Adapted from Gagné R M. The Conditions of Learning (1977). New York: Holt, Rinehart and Winston. Florida State University, Tallahassee)

# data[].attributes.headline
The significance of behavioural learning theory to the development of effective coaching practice. (Journal article) 

# data[].attributes.subject
The significance of behavioural learning theory to the development of effective coaching practice. (Journal article) 

# data[].attributes.body
Primary - Anything that is naturally reinforced e.g. food, physical contact, facial expressions.

Secondary - Anything which can be obtained from primary reinforces e.g. money, rewards.

# data[].attributes.body
Operant conditioning occurs where behaviours are shaped by environmental stimuli (consequences)

# data[].attributes.body
Classical conditioning occurs when conditioned associations occur between stimuli and responses.

# data[].attributes.headline
Learning occurs through Operant and Classical conditioning, the result of environmental influences. An individuals behaviour is the result of that individual's past and present learning experiences.    Behaviourism is a learning theory that focuses on observable behaviours, behaviour theorists define learning as an acquisition of new behaviour based on environmental conditions. 

# data[].attributes.subject
Learning occurs through Operant and Classical conditioning, the result of environmental influences. An individuals behaviour is the result of that individual's past and present learning experiences.    Behaviourism is a learning theory that focuses on observable behaviours, behaviour theorists define learning as an acquisition of new behaviour based on environmental conditions. 