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The development of motor The development of motor skills and the use of practice skills and the use of practice methodsmethodsPhases/Stages of movement skill learning that affect participation and performance in physical activity
Learning ObjectivesLearning ObjectivesIdentify Fitt’s and Posner’s phases of learning
Apply these phases to practical activities
Learning.Learning.A recognisable change in
behaviour, which is permanent.Learning is not a one off lucky
performance.Learning is permanent. Learning is due to past
experiences/practice.
LEARNINGLEARNINGKNAPP’s DEFINITIONlearning may be considered to be a more or less permanent change in performance, associated with experiences but excluding changes which occur through maturation and degeneration, or through alterations in the receptor or effector organs
Fitts and Posner (1967)Fitts and Posner (1967)There are three phases of learning
that we will look at…Fitts and Posner were amongst the
first psychologists to examine motor skills in sport
They suggested three phases of learning, that you gradually move through
Knowing these phases, will help to structure a practice correctly
PHASES OF LEARNING (Fitts PHASES OF LEARNING (Fitts and Posner)and Posner)
COGNI TI VE PHASE (beginner)initial learning of basic skill
understanding of the activityanalysis of techniques
use of m odels
ASSOCI ATI VE PHASEfocus on m ovem ent
com parison of action w ith m odelerror detection and correction
skill still inconsistent
AUTONOM OUS PHASE (elite sportsm an)action autom atic
attention can be given to environm entalaspects of activity
focus on tactics / strategy
COGNITIVE (EARLY) COGNITIVE (EARLY) PHASEPHASE
Trying to form a mental picture of the skill
Demo’s and verbal explanation are v imp.
These are imp so that the learner can see the progressions of diff movements in the skill
Not too much info – why?Selective Attention – what is this?Picking out and focusing on the relevant
parts whilst ignoring irrelevant ones
Cognitive Phase of Cognitive Phase of learninglearning
Trial and error will be the starting point
Positive feedback on success will reinforce the movement
What will it look like?◦Improvement is rapid, but movements
are jerky and uncoordinated ◦demands high attention and
concentration
ASSOCIATIVE ASSOCIATIVE (INTERMEDIATE) PHASE(INTERMEDIATE) PHASE
The practice phaseUsually longer than the cognitive
phase (some never leave this phase of learning)
Mistakes are eliminated, errors are fewer, the skill becomes more consistent.
The skill will look more smooth, as they learn the sub-routines
Associative Phase of Associative Phase of LearningLearningThey will develop the ability to use
internal kinaesthetic feedback.What is this?Using your kinaesthetic sense
(tells your brain about the movement and contraction of muscles/tendons and joints.
Feedback will allow the learner to know if the movement is being down correctly or not.
Associative Phase of Associative Phase of learninglearning
Specific motor programmes and subroutines are developed relevant to sport
Consistency and coordination improve rapidly, timing and anticipation improve
Comparison of action with model Error detection and correction is
practised, detailed feedback is utilisedImprovement is less rapid
AUTONOMOUS (FINAL) AUTONOMOUS (FINAL) PHASEPHASE
Final stage of learningExecute skills with minimum
thought and can concentrate on other factors; demands of the environment E.G.
A tennis player can think about where to serve the ball, rather than thinking, 1 grip, 2 ball toss 3 backswing etc…
Autonomous Phase of Autonomous Phase of learning learning The motor programme is stored in
the long term memory and used when needed
The learner can now detect errors and adjust to refine them, themselves.
Improvements are slow, as the learner is capable
No practice – the performer may move back a stage
Cognitive Associative Autonomous Key Factors related to this stage:
Key Factors related to this stage:
Key Factors related to this stage
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* * How does the performer remain in this phase?
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