How would behaviorists and social learning theorists explain a person's persistence in becoming an accomplished tennis player?

Behaviorism suggests that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. According to these theorists, a person might persist in becoming an accomplished tennis player because they have been positively reinforced to do so. It could be that the individual receives praise, recognition, or tangible rewards (like trophies or monetary benefits) for their efforts in tennis, which increases their desire to continue and attain higher levels of achievement. Furthermore, negative reinforcement may be at play, such as the removal of an undesirable element (like stress or boredom) when they engage in tennis practice and games.

Social Learning Theory, on the other hand, posits that individuals learn through observation, imitation, and modeling. In this context, a person might persist in becoming an accomplished tennis player because they have witnessed others gaining rewards or recognition from being skilled in tennis, and they desire the same outcomes. This could involve observing peers, coaches, or famous professional tennis players. The four components of observational learning, according to Bandura's Social Learning Theory—attention, retention, reproduction, and motivation—offer further explanation. The individual pays attention to the tennis skills and strategies they observe, remembers them, practices and reproduces them, and is motivated to do so to achieve similar outcomes (winning games, gaining recognition).