Stages of Learning. Cognitive Stage Learner still trying to understand the demands of the task. Put together a mental model of what is Required. Pre-practice.

Slides:

Advertisements

Similar presentations

Feedback Learning Objectives To understand the different types of feedback. To know which type of feedback to use.

Advertisements

Module 1 Motor Programmes Plus Open and Closed Loop Theory

AS Level – Week 11 Theory Module 1 Learning and Performance.

AS Level – Week 14 &15 Theory Module 1 Optimizing Learning and Performance.

BADMINTON SKILLS AND TECHNIQUES

1. According to Fitts and Posner, performers pass through three stages of learning when developing movement skills. i) Name and use a practical example.

Stages of Learning.

Motor Programme Theory

AS Level – Week 25 Theory Module 1 Information Processing Feedback.

AS Level – Week 16 Theory Module 1 Optimizing Learning and Performance.

Skills and Techniques Stages of Learning

Skills and Techniques- Badminton KC 1- The concept of skill and skilled performance Classification of Skills.

Setting the Stage for Learning. First step is shaping the environment in which learning of movement skills is optimized First step is shaping the environment.

Approaches to developing performance in badminton

Teaching Styles. Where the coach instructs the group and is in full control—the coach makes the decisions Advantages In dangerous situations With cognitive.

STAGES OF SKILL LEARNING & FACTORS AFFECTING SKILL LEARNING

CIRCUS 2.4 theory.

Maribyrnong College VCE Physical Education

Skill Learning: Types of Practice

Practical Skill Acquisition Methods of Practice Learning Objective: 1.To understand the advantages of each type of practice.

 Definition : A permanent improvement in performance.  Learning will only occur over an extended period of time as a result of coaching, practice and.

Guidance is part of the learning process

Recap  Answer the following questions. 1) Describe what is meant by the term ‘continuum?’ 2) Why do we use continua? 3) Name the six continua used to.

Teaching Styles, Presentation of Practice, Types of Practice and Methods of Guidance Revison.

KEY KNOWLEDGEKEY SKILLS  The principles and processes of learning as applied to the cognitive, associative and autonomous stages, including the role feedback.

Chapter #2: Motor Learning for Effective Coaching and Performance

C HAPTER 12 Motor Learning in Practice: Skill Acquisition Kinesiology Books Publisher1.

GCSE Physical Education Information/Discussion Practical Application Links Diagram/Table Activity Revision MAIN MENU Practice SECTION B UNIT 1 - Information.

Jan Roscoe Publications OCR Examinations AS Level Physical Education H154 AS Module Section B Acquiring Movement Skills Part 2: Development of Motor Skills.

Classwork Date  Lesson 4 - Phases of Learning  Learning objective  Name the 3 phases of learning.  Describe the characteristics of each phase using.

HIGHER BADMINTON.

Physical Education Achievement Standard 2.4

The Physiotherapist as Educator Movement Studies

Chapter 5 Stages of Learning.

Classwork Date  Lesson 6 – Lesson objective  Practice Types and presentation of skills  By the end of this lesson you should be able to:  Describe.

GCSE Physical Education Information/Discussion Practical Application Links Diagram/Table Activity Revision MAIN MENU Skill and Stages of Learning SECTION.

LEARNING  LEARNING OUTCOMES: Identify the difference between learning and performance Identify the difference between learning and performance Outline.

Stress Management.

Chapter Ten How Does the Acquisition of Skill Affect Performance?

The use of feedback in learning motor skills. FEEDBACK Can be given during the performance of a motor skill or after its completion Is most effective.

Learning Outcomes 1. Name at least 4 factors that you need to consider when organising a training session 2. Name and describe the 4 different presentations.

Learning Objectives: 1. To be able to name and describe 3 types of guidance. 2. To be able to explain how each style is most effectively used.

C.C.C.P Caribbean Coaching Certification Program.

BRAIN SCAN  Brain scan is an interactive quiz for use as a revision/ learning reinforcement tool that accompanies the theory package.  To answer a question.

 Instructing - instructions must be given for them to complete the task or skill. These may be written or verbal. The teacher must ensure the student.

ABILITY Are you Gross or Fine?  Gross  Static or dynamic strength  Gross body co- ordination  stamina  Fine  Control and precision  Response orientation.

 As we progress from a beginner to a skilled performer we must pass through different stages of learning  There is no definitive point at which an athlete.

Skill acquisition

Use of guidance and feedback

FEEDBACK “the information received during or following a movement, which informs the performer about the effectiveness of that response” Information from.

Use of guidance and feedback

Practice for learning Learning objectives

Skill Learning Principles

UNIT 1 - Information To become skilful a performer has to spend time learning, practising and being guided. The learning process has to match the experience.

Section B- Applied Psychology

The learning environment

Skill Learning Principles- Strategies to improve performance

Skill Learning Principles

How does the acquisition of skill affect performance?

Theories of learning, Guidance and Feedback

KC1: Concept of skill and skilled performance

2.1 Skill Acquisition.

Quick Quiz Describe the three stages of learning, giving practical examples of performers at each stage.

Motor Skill Learning Dr. Anshul Singh Thapa.

Quick Quiz List the 6 continua for skills classification

Skill Acquisition.

PHED 1 Skill Acquisition Feedback

Feedback Content Types of feedback to optimise performance: intrinsic; extrinsic; concurrent; terminal Interpretation and analysis of graphical.

Types of Feedback to optimise performance

Presentation transcript:

Stages of Learning

Cognitive Stage Learner still trying to understand the demands of the task. Put together a mental model of what is Required. Pre-practice stage. (1) Teacher/coach must ensure they require they require the mental image through demonstrations, guidance, key words & cues. (2) Learner needs to give performance full attention. e.g. watching when dribbling a Basketball (3) Begin to attempt skill based on new Mental model & their existing skills. Learner makes many gross errors. (4) Learners in cognitive stage are not Able to pay attention to outside Stimuli. Feedback must be given after the performance (terminal) Feedback must be clear, simple & limited. (5)

Cognitive Stage…… Primarily about gaining information about the skill model. Organising the cognitive process to produce movement. Little/no practice occurs except towards the end of the stage.

Associative Stage Learner begins to make use of intrinsic or kinaesthetic feedback Begins to compare the performance to the mental model. Begin to pay attention to concurrent feedback (during performance). Begin to use more complex & detailed cues. Learner performs & practises the skill under a variety of situations. A element of competition may be introduced. It is a period of consolidation of correct or nearly correct movement responses.

Associative Stage….. Stage is normally longer than cognitive. Performer gradually gets more successful. Makes fewer mistakes. A stage of rapid improvement. Skilled actions get smoother, more accurate, better timed & more efficient. Begin to demonstrate characteristics of skill.

Autonomous Stage Autonomous Stage Skill improvement continues but less rapid. High levels of smoothness, efficiency, accuracy & performed without stress. Progress results from attention to fine details. Skill improvement from self-evaluation, mental practice & self motivation. Less conscious attention to the performance of the skill Becomes habitual. Performer analysing own performer & adjust own actions. Performer can pay attention to increasingly complex tactical & situational consideration

Feedback

Intrinsic/Internal/Inherit Feedback Feedback that the performer receives from proprioceptors (state of muscle contraction, speed on contraction, joint position). Performer can ‘feel’ the movement. Also known as kinaesthetic feedback. Extrinsic/External/Augmented Feedback Feedback that is received from the outside through out senses often given by coaches, team-mates, teachers etc. Linked to knowledge of results.

Positive Feedback Feedback received when performance or the performer has been successful. Strengthens the likelihood of the action being repeated. Negative Feedback Received after unsuccessful performance. Can be internal or external. Terminal Feedback Feedback given after performance. May be delayed. Concurrent/Contiguous Feedback Feedback received during performance. Often internal from proprioceptors. Could also be from a coach.

Knowledge of Results Is external and usually terminal. Involves performer seeing the results of their action or receiving information from another person – normally coach/teacher. Vital to learning. Little progress made without learner receiving this information & feedback. Knowledge of Performance Involves receiving information about the movement pattern rather than outcome. Can be internal with the performer feeling how close the movement was to the perfect model or can be provided by the coach. External provision – involves giving information about small errors in technique – angle of release, foot position etc that the performer may not detect themselves. Use of slow motion cameras and movement analysis software. Highly dependant on leaner & stage of learning.

Cognitive Stage/ Associative Stage Autonomous (Young performer/ (older performer) Child) Positive Feedback Negative Feedback Terminal Feedback Concurrent Feedback External Feedback Internal Feedback Knowledge of results Knowledge of performance