The Three Stage Model of Motor Learning

Question 1

What is the Cognitive Stage of Learning?

Answer 1

Initial Stage of Learning

• high concentration of [conscious processing] of information
• person will aquire information regarding the [goal of an activity] and begin to problem solve as to [how to attain that goal.]
• [controlled environment] is ideal for learning during this stage

Question 2

Characteristics of the Cognitive Stage of Learning

Answer 2

• Large Amounts of [Errors]
• [Inconsistent] Attempts/performance
• Repetition of Effort allows for Improvement in Strategies
• High degree of [cognitive work]: listening, observing, and processing feedback

Question 3

What is the Associative Stage of Learning?

Answer 3

Intermediate Stage of Learning

• Person is more [independently] distinguishing correct versus incorrect performance
• person links the feedback that has been received, with the movement that has been performed with the ultimate goal [more connections]
• Person can progress to a [less structure or more open environment]
• try to [avoid excessive external feedback]

Question 4

Characteristics of the Associative Stage of Learning

Answer 4

• decreased errors with new skill performance
• decreased need for [concentration and cognition] regarding the activity
• [skill refinement]
• [increased coordination] of movement
• large amounts of practice yields [refinement]of the motor program surround the activity

Question 5

What is the Autonomous Stage of Learning?

Answer 5

Final Stage of Learning

• Person improved efficiency of the activity without great need for cognitive control
• person able to perform task with interference from a variable environment

Question 6

Characteristics of the Autonomous Stage of Learning

Answer 6

• [Automatic Response]
• [Mainly error-free regardless of environment]
• patterns of movement are [non-cognitive and automatic]
• distraction does not impact the activity
• person can simultaneously [perform more than one task if needed]
• extrinsic feedback should be [very limited or should not be provided]
• [internal feedback or self-assessment] should be dominant