Learning and Performance

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Learning and Performance
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Lesson Objectives
WE ARE LEARNING TO...
Identify the different stages of learning and
understand their relevance in sport
Apply our knowledge of each stage to practical
examples
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Starter Activity

• Recapping on previous knowledge
• Go through test answers, look at model answers.

• New Knowledge
• Create a mind map using the sheet provided. List
  as many key points as you can which would make
  the beginner, different from the expert performer

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From Beginner to Expert

• Stages of Learning Definition
• The stages a learner goes through from a beginner
  to mastering a skill

• The Three Stages of Learning
• Cognitive Stage
• Associative Stage
• Autonomous

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Phases of Learning
Fitts Posner (1967) identified three phases of
learning
Expert Phase
Autonomous
Intermediate Phase
Associative
Beginners Phase
Cognitive
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Cognitive Stage

• Learner is still trying to understand the demands
  of the task, putting together a mental model of
  what is required. (Pre-practice stage)
• The coach must ensure they acquire a mental
  picture through the use of demos, guidance and
  key cues
• The learner must give all their attention to the
  skill
• As they begin to attempt the skill they will make
  many gross errors
• Feedback must be terminal, clear simple and
  limited

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Associative Stage

• Performer gradually becomes more successful and
  makes fewer errors
• Stage of rapid improvement, skill actions become
  smoother, more accurate, better timed
• Performer are able to make use of some intrinsic
  feedback and compare performance to the mental
  model
• Can begin to pay attention to concurrent
  feedback. Begin to make sense of more complex
  cues
• Skills are practiced under a variety of
  conditions
• Learner develops the skill of selective
  attention

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Autonomous Stage

• Expert Phase
• Skills require less thought, performed
  automatically
• Skills become habitual / grooved
• Learner only concentrates on relevant cues
• Able to concentrate on strategy and tactics
• Very few errors
• Movements become smooth, efficient and accurate
• Performer can analyse their own performance and
  adjust their actions
• Can focus on fine aspects of technique

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Practical Task

• Watch the following video clips
• Decide which phase of learning you feel each
  performer is in. Be able to justify your answers.
  You will see each video clip twice

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Exam Questions

• Using examples, describe the characteristics of a
  performer in the autonomous phase of learning. (3
  marks)
• How would a performer in this stage or learning
  differ to one in the cognitive phase?
• (3 marks)

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Conclusion

• Can you....

Demonstrate that you can apply these principles
to a practical situation?
Identify each stage of learning and identify
characteristics of each phase?
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Learning and Performance
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Lesson Objectives
WE ARE LEARNING TO...
Recap on the different stages of learning and
understand their relevance in sport
Understand the different types of guidance and
their relevance at different stages of learning
Understand the different types of feedback and
how they differ between the different stages of
learning
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Starter Activity

• Recapping on previous knowledge
• Look at the following worksheet, match up the
  correct statements with the correct phases of
  learning

• Introduction of New Knowledge
• Try to guess the different types of feedback
• If you get stuck, then use page 113 of your text
  book

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Types of Feedback

• Intrinsic/Internal/Inherent

Extrinsic/External/Augmented
Positive Feedback
Negative Feedback
Terminal Feedback
Concurrent Feedback
Knowledge Results/Performance
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Types of Feedback

• Intrinsic/Internal/Inherent

This is information received by the sensory
system within the muscles, tendons and ligaments.
These sense organs known as proprioceptors feed
information to the brain about the changing state
of tension or length of muscles, tendons and
ligaments and we then acquire our sense of
movement and the position of our limbs and the
whole body
Extrinsic/External/Augmented
Is the information the performer receives from
outside themselves. This can come from a coach
or teacher, teammates or spectators in the form
of verbal comments about their performance or by
showing them what they did right or wrong
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• Student
• Task

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Types of Feedback
Positive Feedback
Occurs when the skill is performed correctly and
is given in the form of praise. Is designed to
reinforce and motivate so the learner will repeat
the action in the future. Often used with
beginners even if only a small improvement has
been made
Negative Feedback
Used when an action was incorrect or
unsuccessful Is generally extrinsic and is in
the form of comments from the coach. The more
experienced confident or motivated the performer,
the more negative feedback may be used
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Types of Feedback
Terminal Feedback
Feedback given at the end of a performance. This
form of feedback may be delayed. DELAYED The
coach waits for some time after the
performance. Allows the performer to reflect,
calm down after a long period of high emotion.
Should not be delayed too long as it may be hard
for the performer to recall what they did. Can
be intrinsic or extrinsic
Concurrent Feedback
Feedback received during the performance. Most
often internal feedback from the proprioceptors,
but can also be from a coach as the performer is
undertaking the performance (intrinsic/extrinsic)

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Types of Feedback
Knowledge of Results
Knowing what you have done in terms of the
outcome. Did you score, was the stroke accurate,
did you jump the longest. KR is about whether
you achieved the task External feedback gained
via our senses or given by others
Knowledge of Performance
Information given as feedback as to how well the
movement was performed regardless of the end of
the result. How close to the perfect model were
you? Involves information about the movement
outcome rather than the outcome It can be
internal or provided by the coach
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• Student
• Task

Bounce a ball on the edge of your hand. Count the
number of consecutive bounces gained in 1
minute. Work in coach/learner pairs, each coach
should be assigned a different type of feedback
to use How valuable was the type of feedback you
received? Why? Would you have liked to receive
more than one type of feedback?
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Phases of Learning
Fitts Posner (1967) identified three phases of
learning
Expert Phase
Autonomous
Intermediate Phase
Associative
Copy diagram on page 114 fig 9.12
Cognitive
Beginners Phase
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Exam Questions
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Conclusion

• Can you....