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Understanding the Stages of Motor Learning: From Cognitive to Autonomous Skill Development

This overview explores the stages of motor learning, detailing the cognitive, associative, and autonomous phases. The cognitive stage introduces tasks, often aided by verbal reminders, while performance is typically slow and erratic. In the associative stage, focus shifts to refining skills and achieving controlled consistency. Finally, the autonomous stage sees actions becoming automatic and consistent. We'll also cover the significance of feedback, goal-setting techniques, and verbal instructions in enhancing motor skills, providing a comprehensive guide for learners and instructors alike.

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Understanding the Stages of Motor Learning: From Cognitive to Autonomous Skill Development

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Presentation Transcript

  1. Tyler Brown12th grade Motor Learning

  2. Set of cognitive processes acquired with practice or experience • result in permanent changes to motor behavior.

  3. Stages of Learning

  4. Cognitive Stage • A task is introduced for the first time • Verbal reminders can assist learning • Performance Level • Awkward, slow, erratic

  5. Associative Stage • The focus is performing then refining the skill • Attention is paid to smaller details of the skill • Performance Level • Controlled, consistency

  6. Autonomous Stage • Attention is paid to execution and strategy • Performance Level • Automatic, Consistent Lebron James DUNKS

  7. Feedback for Learning

  8. Intrinsic Feedback • Provided as a natural consequence when performing a skill • EX. Watching the basketball go into the hoop

  9. Extrinsic • Info that is directed towards the user from another source • Given by an experienced person, coach teacher ect.

  10. Extrinsic Motivation • Motivate the learner • Skill Correction • Reinforce correct actions and point out errors

  11. Crutch Factor • Providing constant feedback may cause dependency • Occasional feedback is more effective

  12. How Much is Necessary • Intense but selective • One important piece of information at a time

  13. Types of Feedback • Descriptive • General • Whether you did something right or wrong • Prescriptive • Precise • Provides precise corrections on improving movements

  14. Precise feedback generates better resulting in skill improvement

  15. Goal Setting • Goals should be • Specific • Realistic • Attainable • Time Oriented • Measurable Goals

  16. 3 Types of Goals • Performance Goals • Process Goals • Outcome Goals

  17. Verbal Instructions • Verbal cues given out by an instructor • Used to keep attention and to correct skills • Cues need to be short • Used to enhance performance Keep Your Head UP!!

  18. When To Give Verbal Instruction • Can be given during demonstration • Can be given to help learners focus • Use verbal cues when performing skill

  19. Practice

  20. Part Practice • Independent Components • Whole Practice • Practicing skill as a whole VS

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