#2.2 u3aos1 - stages of learning Flashcards
learning process
3 marks
the path taken from being unskilled to an expert.
progress through the stages is dependent on:
- the learner
- the skill
- the learning environment
three stages of the learning process
3 marks
- cognitive stage
- associative stage
- autonomous stage
cognitive learning stage
3 marks
first stage of learning where
the beginner is focusing on fully understanding
and mentally processing how to perform a new skill
characteristics of learner in the cognitive stage
8 marks
(realistically if yk like 5 ur good)
- poor sequence and coordination of the skill
- frequent errors
- poor error detection + correction
- inconsistent performance
- low movement efficiency
- rapid improvement
- high attentional demand to the skill
- trial and error learning
characteristics of coach in the cognitive stage
4 marks
- give simple, short, clear verbal instruction
- provide demonstrations
- use part-practice for complicated skills
- give feedback on error detection and error correction
associative learning stage
4 marks
the second stage of learning
where the learner is focusing on how to perform the skill and
constantly refining their movement
and player decision-making by environment
characteristics of learner in the associative stage
5 marks
- better consistency and accuracy
- fewer errors
- ability to self-correct and self detect errors
- improved timing and corrdination
- decreased attentional demand to the skill
characteristics of coach in the associative stage
3 marks
- give feedback on error detection and error correction
- provide specific feedbakc to suit the learners needs
- design practice opportunities to expose the learner to relevant cues increase player decision-making
autonomous stage
3 marks
final stage of learning where
the expert finds their performance to be almost automatic
with little to no conscious effort.
characteristics of the player in the autonomous stage
7 marks
- high-level skill performance
- few errors + consistent performance
- well-developed error detection and correction
- automatic performance
- attention on decision-making to open environments
- small performance improvement
- adjustment to skill performance
characteristics of the coach in the autonomous stage
5 marks
- organise practice well
- design appropriate sessions and coaching
- motivate the learner
- stimulate competition standards during practice
- provide appropriate feedback
performance curves
1 mark
graphs used to track performance
the four general shapes of performance curves
4 marks
- negatively accelerating
- positively accelerating
- linear
- S-shaped
negatively accelerating
1 marks
improvement is rapid at first and then slows down
positively accelerating
1 mark
improvement is slow at first and then rapidyl improves
linear
1 mark
increase in performance is directly proportional to practice time
s-shaped
1 mark
improvement starts slow, increases rapidly, and then tapers off.
