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    SA 5 - Learning

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    judobob
    part of a larger presentation in how people learn. This describes the stages of learning a motor skill

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    SA 5 - Learning

    Uploaded by

    judobob
    670 views41 pages
    part of a larger presentation in how people learn. This describes the stages of learning a motor skill

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    SA 5- Learning

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    © Attribution Non-Commercial (BY-NC)

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    part of a larger presentation in how people learn. This describes the stages of learning a motor skill

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF or read online from Scribd
    Download as pdf
    670 views41 pages

    SA 5 - Learning

    Uploaded by

    judobob
    part of a larger presentation in how people learn. This describes the stages of learning a motor skill

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF or read online from Scribd
    Download as pdf
    of 41

    Skill Acquisition

    Stages of learning a motor skill


    Measuring Learning
    Measuring Learning

    • Strictly speaking it is not possible to test learning


    Measuring Learning

    • Strictly speaking it is not possible to test learning


    • Coaches generally use three methods to assess
    learning: retention tests, transfer tests and plotting
    performance
    Measuring Learning

    • Strictly speaking it is not possible to test learning


    • Coaches generally use three methods to assess
    learning: retention tests, transfer tests and plotting
    performance
    • Performance curves
    Stages of learning
    Stages of learning

    • Various authors have discussed the stages


    of learning including Adams (1971), Fitts &
    Posner (1967), Gentile (1972)
    Stages of learning

    • Various authors have discussed the stages


    of learning including Adams (1971), Fitts &
    Posner (1967), Gentile (1972)
    • Although they use differing terminology the
    majority of authors are saying the same
    thing.
    Fitts & Posner (1967)
    Fitts & Posner (1967)

    Three stages of learning:


    Fitts & Posner (1967)

    Three stages of learning:


    1. Verbal Cognitive stage
    Fitts & Posner (1967)

    Three stages of learning:


    1. Verbal Cognitive stage
    2. Motor stage
    Fitts & Posner (1967)

    Three stages of learning:


    1. Verbal Cognitive stage
    2. Motor stage
    3. Autonomous stage
    Verbal-Cognitive stage
    Verbal-Cognitive stage
    • Unfamiliar task
    Verbal-Cognitive stage
    • Unfamiliar task

    • A lot of time “talking to themselves”


    Verbal-Cognitive stage
    • Unfamiliar task

    • A lot of time “talking to themselves”

    • A lot of time thinking of corrections


    Verbal-Cognitive stage
    • Unfamiliar task

    • A lot of time “talking to themselves”

    • A lot of time thinking of corrections

    • Rapid improvements
    Verbal-Cognitive stage
    • Unfamiliar task

    • A lot of time “talking to themselves”

    • A lot of time thinking of corrections

    • Rapid improvements

    • You should expect performance to halting, jerky, uncertain


    and poorly timed with the external environment
    Verbal-Cognitive stage
    • Unfamiliar task

    • A lot of time “talking to themselves”

    • A lot of time thinking of corrections

    • Rapid improvements

    • You should expect performance to halting, jerky, uncertain


    and poorly timed with the external environment

    • Demonstration, verbal, visual and reinforcement are useful at


    this stage
    Verbal-Cognitive stage
    • Unfamiliar task

    • A lot of time “talking to themselves”

    • A lot of time thinking of corrections

    • Rapid improvements

    • You should expect performance to halting, jerky, uncertain


    and poorly timed with the external environment

    • Demonstration, verbal, visual and reinforcement are useful at


    this stage

    • Coaches should consider the athletes dominant ‘intelligence’


    Verbal-Cognitive stage
    • Unfamiliar task

    • A lot of time “talking to themselves”

    • A lot of time thinking of corrections

    • Rapid improvements

    • You should expect performance to halting, jerky, uncertain


    and poorly timed with the external environment

    • Demonstration, verbal, visual and reinforcement are useful at


    this stage

    • Coaches should consider the athletes dominant ‘intelligence’

    • Coaches should encourage transfer


    Verbal-Cognitive stage
    • Unfamiliar task

    • A lot of time “talking to themselves”

    • A lot of time thinking of corrections

    • Rapid improvements

    • You should expect performance to halting, jerky, uncertain


    and poorly timed with the external environment

    • Demonstration, verbal, visual and reinforcement are useful at


    this stage

    • Coaches should consider the athletes dominant ‘intelligence’

    • Coaches should encourage transfer

    • Coaches should encourage trial and error


    Motor Stage
    Motor Stage
    • Learners now posses most of the strategic and cognitive
    elements
    Motor Stage
    • Learners now posses most of the strategic and cognitive
    elements

    • Focus now shifts to refining the movement patterns


    Motor Stage
    • Learners now posses most of the strategic and cognitive
    elements

    • Focus now shifts to refining the movement patterns

    • Refinement is different for fast skills and slow skills


    Motor Stage
    • Learners now posses most of the strategic and cognitive
    elements

    • Focus now shifts to refining the movement patterns

    • Refinement is different for fast skills and slow skills

    • Refinement is also different for open and closed skills


    Motor Stage
    • Learners now posses most of the strategic and cognitive
    elements

    • Focus now shifts to refining the movement patterns

    • Refinement is different for fast skills and slow skills

    • Refinement is also different for open and closed skills

    • Movement appears smoother, less mistakes are made and


    learners are more able to anticipate
    Motor Stage
    • Learners now posses most of the strategic and cognitive
    elements

    • Focus now shifts to refining the movement patterns

    • Refinement is different for fast skills and slow skills

    • Refinement is also different for open and closed skills

    • Movement appears smoother, less mistakes are made and


    learners are more able to anticipate

    • Learners are able to give their own feedback (to an extent)


    and can detect their own errors
    Motor Stage
    • Learners now posses most of the strategic and cognitive
    elements

    • Focus now shifts to refining the movement patterns

    • Refinement is different for fast skills and slow skills

    • Refinement is also different for open and closed skills

    • Movement appears smoother, less mistakes are made and


    learners are more able to anticipate

    • Learners are able to give their own feedback (to an extent)


    and can detect their own errors

    • This stage is generally longer than the verbal-cognitive stage


    Motor Stage
    • Learners now posses most of the strategic and cognitive
    elements

    • Focus now shifts to refining the movement patterns

    • Refinement is different for fast skills and slow skills

    • Refinement is also different for open and closed skills

    • Movement appears smoother, less mistakes are made and


    learners are more able to anticipate

    • Learners are able to give their own feedback (to an extent)


    and can detect their own errors

    • This stage is generally longer than the verbal-cognitive stage

    • Feedback should be more precise and targeted


    Autonomous stage
    Autonomous stage
    • Not all learners will enter this stage
    Autonomous stage
    • Not all learners will enter this stage

    • Athletes produce their actions automatically with little or no


    attention
    Autonomous stage
    • Not all learners will enter this stage

    • Athletes produce their actions automatically with little or no


    attention

    • Motor programs develop to such an extent that the athlete


    can control their actions for longer
    Autonomous stage
    • Not all learners will enter this stage

    • Athletes produce their actions automatically with little or no


    attention

    • Motor programs develop to such an extent that the athlete


    can control their actions for longer

    • Increased automaticity in their sensory analysis of the


    environment
    Autonomous stage
    • Not all learners will enter this stage

    • Athletes produce their actions automatically with little or no


    attention

    • Motor programs develop to such an extent that the athlete


    can control their actions for longer

    • Increased automaticity in their sensory analysis of the


    environment

    • This increased capability frees high performers to engage in


    higher-order cognitive activities
    Autonomous stage
    • Not all learners will enter this stage

    • Athletes produce their actions automatically with little or no


    attention

    • Motor programs develop to such an extent that the athlete


    can control their actions for longer

    • Increased automaticity in their sensory analysis of the


    environment

    • This increased capability frees high performers to engage in


    higher-order cognitive activities

    • Self confidence increases and the capability to detect mistakes


    in highly developed
    Autonomous stage
    • Not all learners will enter this stage

    • Athletes produce their actions automatically with little or no


    attention

    • Motor programs develop to such an extent that the athlete


    can control their actions for longer

    • Increased automaticity in their sensory analysis of the


    environment

    • This increased capability frees high performers to engage in


    higher-order cognitive activities

    • Self confidence increases and the capability to detect mistakes


    in highly developed

    • Further improvement are hard to detect

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