Stages of Learning

Question 1

The Cognitive Stage

Answer 1

At this stage the learner is trying to understand and develop the basic movement pattern .

The Learner
•Poor error detection and correction ability
•Performance will improve rapidly
•Performance will be inconsistent (many/gross errors)
•The learner is trying to mentally comprehend the movement requirements of the motor skill (what needs to be done)

Question 2

Coaching to the cognitive stage

Answer 2

• Use BLOCKED PRACTICE as it enables the learner to become farmilar with one, rather than multiple skills
• Use PART PRACTICE for more complex skills -break complex skills down into smaller parts
• provide MORE REGULAR FEEDBACK to assist with the learners poor error detection and correction ability, without overloading the learner with information
• CLOSE THE ENVIRONMENT to reduce the cognitive load so that the learner can focus their attention on learning and replicating the movement pattern
• use strategies to KEEP MOTIVATION HIGH

Question 3

The Associative Stage

Answer 3

Once the learner has progressed to consistently performing the basic mechanics of the skill with relatively few mistakes, they are said to be in the associative stage

The learner
- performance is becoming more consistent (less errors/minor errors)

• performance will improve rapidly
• improved error detection and correction ability
• the learner is beginning to refine the movement pattern
• less attention is dedicated to performing the skill

Question 4

Coaching to the ASSOCIATIVE STAGE

Answer 4

• INCREASE THE VARIABILITY OF PRACTICE (slowly open up the environment)
• provide FEEDBACK to prevent bad habits developing and assist the athlete to continue to develop their internal feedback mechanism

Question 5

The Autonomous Stage

Answer 5

Once the learner has progressed to consistently performing the movement pattern automatically to a consistently high level, they are said to be in the autonomous stage of learning.

The learner

• well developed error detection and correction ability
• consistent high level performance
• the learner can perform the skill automatically
• the learner can direct attention to higher order processes such as environmental cues, tactics and strategies

Question 6

Coaching to the autonomous stage

Answer 6

• use RANDOM PRACTICE eg. USE A HIGH LEVEL OF VARIABILITY by incorporating game-like situations to improve tactical knowledge and decision making (open, unpredictable environment )
• Provide MORE PRECISE FEEDBACK to make the small but significant differences in performance at the elite level
• Continue to CHALLENGE THE LEARNER with problem-based learning where they need to seek movement soloutions