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Chapter 5

Chapter 5. Stages of Learning. Things to Consider Regarding the Stages of Learning. Transitions between learning stages cannot be clearly delineated. One stage blends into the next. A learner can be in different stages for learning different skills.

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Chapter 5

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  1. Chapter 5 Stages of Learning

  2. Things to Consider Regarding the Stages of Learning • Transitions between learning stages cannot be clearly delineated. • One stage blends into the next. • A learner can be in different stages for learning different skills. • Stages of learning are not dependent on age.

  3. Your Perspective • Imagine that you and your roommate are trying to learn a new skill together, and you are at a more advanced stage of learning. What can you do to continue learning while also helping your roommate not to be discouraged? • How would you feel if the situation was reversed, and your roommate was more advanced than you?

  4. Models of Stages of Learning • Fitts and Posner’s three-stage model • Gentile’s two-stage model

  5. Fitts and Posner’sThree-Stage Model of Learning

  6. Learner at the Cognitive Stage • Introduced to a new motor skill • Develops an understanding of the movement’s requirements • Attempts numerous techniques and strategies; a trial-and-error approach • Reformulates past movement experiences in an effort to solve the current movement problem • Needs guidance to detect and correct errors

  7. Learner at the Associative Stage • Is committed to refining one particular movement pattern • Performs more consistently, with fewer errors • Is better at detecting errors and developing strategies to eliminate them • Needs constructive practice experiences and effective feedback from practitioner

  8. Learner at the Autonomous Stage • Can perform a skill proficiently • Can perform multiple tasks simultaneously • Performs consistently and confidently, with few errors • Can detect and correct those errors that are made • May become discouraged and unmotivated if proficiency comes slowly • Practitioner serves as motivator

  9. Gentile’s Two-Stage Model of Learning

  10. Getting the Idea of the Movement • Learner’s goal: • Develop an understanding of movement requirements and the environment in which task is to be performed • Organize a corresponding movement • Instruction and practice should facilitate the development of a basic movement pattern.

  11. Fixation/Diversification Stage • Learner’s goal: Refinement of the skill • Fixation: • Closed skills • Example: Performing on a balance beam • Diversification: • Open skills • Closed skills with inter-trial variability • Example: Shooting a hockey puck from various angles and positions; golf putting

  12. Inferring ProgressIndicators That Learning Has Occurred • Movement pattern • Attention • Knowledge and memory • Error detection and correction • Self-confidence

  13. Improvements in Movement Pattern • Increase in coordination and control • More fluid muscle activity • More efficient energy expenditure • Increased consistency

  14. Freezing and Freeing the Degrees of Freedom

  15. Paying Attention • Attention to skill execution: • As skill proficiency develops, the need to attend consciously to each aspect of the movement decreases—and performance becomes virtually automatic. • Allocation of visual attention: • Skilled performers direct attention to relevant areas. • Beginners have difficulty discriminating between relevant and irrelevant cues.

  16. Measuring Progress • Performance curves: • Negatively accelerating curve • Positively accelerating curve • Linear curve • S-shaped curve • Retention tests • Transfer tests

  17. Types of Performance Curves

  18. Limitations of Performance Curves • Represent temporary effects and cannot establish relative permanence. • Constructed from measurements that are often obtained by calculating the mean of several trials. • Each trial could be very different.

  19. Performance Plateaus • Period of time during the learning process in which no obvious changes in performance occur. • May be a transitional period in the learning process. • Not necessarily an indication that learner has stopped learning. • Possible reasons: • Fatigue, anxiety, lack of motivation • Limitations in type of performance measurement being used

  20. Your Perspective • If and when you hit a plateau in your ability to learn a new skill, how do you handle it? What do you do to overcome anxiety or gain new motivation? • How would you help someone else overcome his/her performance plateau?

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