Stages of Learning

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Stages of Learning

• Chapter 5

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Fitts and Posners Three Stage Model

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Cognitive Stage

• High degree of cognitive activity
• Attentional demands high, limited to movement
  production
• Movements lack synchronization and appear choppy
  and deliberate
• Numerous errors, typically gross in nature
• Lacks capability to determine cause of errors or
  correct them

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Associative Stage

• More consistent
• Attentional demands for movement production
  decrease
• Fewer, less gross errors
• Better at detecting cause of errors
• Begin to develop appropriate error correction
  strategies

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Autonomous Stage

• Highest level of proficiency
• Not all learners will reach this stage
• Attention reallocated to strategic
  decision-making
• Consistent
• Confident
• Make few errors and can generally detect and
  correct those errors that do occur

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As a practitioner.

• Stage 1 detection and correction of error
• Stage 2 designing constructive practice
  experiences
• Stage 3 No one perfect error detection,
  correction, motivation
• Pick a sport and skill
• Identify activity/task for learner at each stage.
• What would you be doing as the instructor

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Gentiles Two-Stage Model



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Getting the Idea of the Movement

• Goal is to develop an understanding of movements
  requirements
• Have to learn to discriminate between regulatory
  and non-regulatory conditions

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Fixation/Diversification

• Goal is refinement
• Fixation Closed skills
• Diversification Open skills

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Cerebral Challenge

• FIXATION OR DIVERSIFICATION???
• Free throw
• Guarding (soccer, basketball, etc)
• Patient moving from sitting to standing
• Floor routine in gymnastics
• Stair ascent and descent
• Diving

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As a practitioner.

• First instruction in basic movt
• Verbal instruction/demo
• Determine if open or closed
• Practice under conditions in which skill will be
  performed

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Inferring Progress Learner And Performance
Changes

• Coordination and control
• Stiff, rigid, inefficient timing of movt vs.
  smooth and fast, resembles movt
• Muscle activity
• More proficient muscles activated those needed
• Energy expenditure
• Mechanically inefficient early
• Consistency
• Increased as become more proficient

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Inferring Progress cont.

• Attention
• Early must concentrate on technique
• Knowledge and memory
• Proficient higher level of knowledge and better
  memory
• Error detection and correction
• Early on more dependent on others, proficient
  correct themselves
• Self-confidence
• More skilled, more confident

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Performance Curves

• Used to assess progress over time

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Types of Performance Curves
 
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Performance Plateau

• Period of time during the learning process in
  which no overt changes in performance occur
• May be transitional period in learning process
  where integration of task and strategy being
  resolved
• Not always indicative of cessation of learning
• Other factors fatigue, anxiety, lack of
  motivation
• Limited by performance measurement used
• Ceiling/floor effects

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Retention and Transfer Tests

• Retention test
• Skill performance test give following a period of
  no practice
• Transfer test
• Measurement of the adaptability of a response
  determined by testing learners ability to use a
  skill in a novel context or manner

Practice
No practice
Pretest
Retention test
Post test
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