1. Stages of Learning

2. 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)

3. 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.

4. 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.

5. 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.

6. 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

7. Feedback

8. 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.

9. 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.

10. 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.

11. 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