Stages Of Motor Learning Flashcards
What are the 3 stages of the Fitts and Posner 3-stage model of motor learning
- Cognitive stage
- Associative stage
- Autonomous stage
Cognitive stage
Development of basic movement pattern
- beginner focuses on solving cognitively-oriented problems
- cognitive effort required to focus of movement, feedback, & intentions
- high amount of error and variance
- might not even know they are making errors
Associative stage
- works to refine performance
- less thought
- associations between environment and movements made
- fewer errors, more consistency
- refining stage: more consistent from one attempt to another
Autonomous stage
- skill is almost automatic
- low variance and/or errors
- performers can detect and correct their own errors
- perform the skill without conscious thought
What are the stages of learning from the Fitts and Posner 3 stage model
On a continuum
- gradual transition between stages
What does progression through stages of the 3 stage model depend on
- Skill being learned
- Practice conditions
- Personal characteristics of learner
What are the characteristics of the skill being learned that can affect progression
Gross vs fine, open vs closed
What are the practice conditions that progression depends on during 3 stage model
Feedback
Massed vs distributed
Blocked vs random
What personal characteristics could progression of 3 stage model depend on
Age, type of learner, health, motivation
What are the 2 models of motor learning
Fitts and Posner 3-stage model
Gentile’s 2-stage model
What if the gentile’s 2 stage model
Motor learning progresses through two stages
- is presented from the perspective of the goal of the learner in each stage
Closed skills
- stable/stationary
- nothing in environment changes
- involves a stationary supporting surface, object and/or other people
- performer initiates the movements
Open skills
- unstable/dynamic
- environment in which supporting surfaces, objects and/or people are in motion when skill performed
- performer must time the initiation of their movements
- environment features determine when to begin
2 conditions in open/closed skills
Regulatory and non-regulatory conditions
Regulatory conditions
Things that directly impact your ability to complete the motor skill
Ex) size/shape of opponent, weight of object, speed/direction of object
Non-regulatory conditions
Things that do not influence movement itself but may be present
Ex) colour of object, sounds in environment
What are the 2-stages of the Gentile model
- Initial stage
- Later stage
2 goals of the initial stage of Gentile’s model
- Acquire movement coordination pattern to match regulatory conditions
- Discriminate between regulatory and non-regulatory conditions
3 goals of later stage of Gentile’s model
- Develop capability of adapting movement pattern
- Increase consistency
- Improve efficiency of movement
What does the later stage’s goals depend on
Depend on the type of skill being learned (open vs closed)
What is required for later stages when it is closed skills
- fixation of movement patterns
- refine the movement pattern to consistently repeat the optimal action
- work toward performing the movement pattern with little to no conscious effort, and minimum physical energy
What is required for later stages when it is an open skill
- diversification of movement patterns
- refine movement pattern to enable application to changing environmental context (temporal or spatial)
- become attuned to regulatory conditions modify movements to meet their constantly changing demands
Example of early stage
- focus on achieving the action goal
- developing basic movement coordination pattern
- provide situations that give opportunities to discriminate between regulatory and non-regulatory
Later stage example for closed skill
- practice situations similar to everyday/environment
Ex) writing with same pen on same surface, free throws in same environment as game
Later stage example of open skill
- practice vary the regulatory conditions but let others occur normally
Ex) walk down hallway- control number of people but walk whatever speed/direction
4 measurable performer and performance changes across stages of learning
- Rate of improvement
- Developing coordination patterns
- Attention demands
- Brain activity
What type of rate of learning is typical for moor learning
Negatively accelerated pattern after a large improvements during early practice
What are the changes in rate of improvement between early and late practice due to
The amount of possible improvement
What is the degrees of freedom problem when developing coordination patterns
- learners decreases the DoF at beginning stages
What is freezing
- reduces complexity of movement in order to achieve goal
- as learning progresses, joints become unfrozen and muscles operate in functional synergy
Example of freezing in soccer
Initial movement showed limited knee flexion
- with practice players developed knee-hip functional synergy (resulting in increased kicking velocity)
Changes in attention demands between cognitive stage and autonomous of Fitts and Posner
Early learner thinks about almost every part of performance
Skilled learners may be able to perform skill automatically
What brain activity supports motor learning
Neuroplasticity
- primary motor cortex and somatosensory cortex
As learning progresses what are changes in brain activity
Cortical activity reduces with automaticity
what neural structure changes happen with learning
Grey matter density increases
White matter organization changes
An expert
A person who is located at the extreme right end of learning stages continuum
What characteristics do experts in all skill performance areas have in common
- Amount and type of practice that resulted in expertise
- Knowledge structure (organize concepts)
- Use of vision
Characteristics of amount and type of practice leading to expertise
Deliberate practice designed to improve specific aspect through repetition and refinement
- expertise is domain specific
- 10,000 hours of practice
Knowledge structure similar between all experts
- more knowledge about movement
- different organization of knowledge (better memory of discrete events)
- faster, more accurate decisions
Use of vision for experts
Search of environment faster
Select more meaningful info in a shorter amount of time (relevance, total things to consider)
