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

2. The Stages of Learning In order to develop new skills, we must progress through a series of stages so that when one aspect is refined, another can be added, allowing the skill to become more complex. Fitts and Posner (1967) suggested that when you learn a new skill, there are three stages of learning that must be created: The Cognitive Stage The Associative Stage The Autonomous Stage Some performers may progress through each stage quickly or the skill may be simple. However, some may be more difficult and my never be reached due to a variety of factors.

3. Cognitive Stage The initial stage of learning involves the performer observing a demonstration or being given verbal instructions. The aim is to create a mental picture, which allows for the development of an understanding of the movement requirements. There may be some initial trial attempts trial and error attempts often with limited success. The initial stage of learning involves the performer observing a demonstration or being given verbal instructions. The aim is to create a mental picture, which allows for the development of an understanding of the movement requirements. There may be some initial trial attempts trial and error attempts often with limited success. The majority of feedback is from an external source as the performer has yet to establish a clear understanding allowing them to correct any mistakes. The majority of feedback is from an external source as the performer has yet to establish a clear understanding allowing them to correct any mistakes. Practical application A novice performer is attempting to learn the Fosbury flop high jump technique. The coach will explain the technique and either demonstrate themselves or show a video highlighting the specific phases and several key points. The performer will try to create a mental image of what they have to do. A novice performer is attempting to learn the Fosbury flop high jump technique. The coach will explain the technique and either demonstrate themselves or show a video highlighting the specific phases and several key points. The performer will try to create a mental image of what they have to do.

4. Associative Stage The second stage of learning involves the performer developing and refining the movement patterns of the skill via combination of practice and feedback. Initially, gross errors are common, which are gradually eliminated until the recognised skill emerges. This stage is often longer than the cognitive stage and may vary on the ability of the performer and complexity of the skill. The second stage of learning involves the performer developing and refining the movement patterns of the skill via combination of practice and feedback. Initially, gross errors are common, which are gradually eliminated until the recognised skill emerges. This stage is often longer than the cognitive stage and may vary on the ability of the performer and complexity of the skill. Feedback is still from an external source and focuses on gross errors. However the performer becomes more able to identify the errors themselves. Feedback is still from an external source and focuses on gross errors. However the performer becomes more able to identify the errors themselves. Practical application Practical application The performer attempts the Fosbury flop and shows weakness in technique. The coach will highlight key points to practise and gradually the weaknesses are eliminated. As technique improves the feedback will become more specific and gradually the performer will recognise their own mistakes and rectify them. The performer attempts the Fosbury flop and shows weakness in technique. The coach will highlight key points to practise and gradually the weaknesses are eliminated. As technique improves the feedback will become more specific and gradually the performer will recognise their own mistakes and rectify them.

5. Autonomous Stage The final stage of learning involves the performer becoming highly proficient at executing the skill, to the point where it is completed without conscious thought. This allows the performer to focus on other factors/cues plus reaction time and decision making are improved. The final stage of learning involves the performer becoming highly proficient at executing the skill, to the point where it is completed without conscious thought. This allows the performer to focus on other factors/cues plus reaction time and decision making are improved. Feedback is mainly intrinsic with the performer being able to detect and correct the majority of their own errors. Whilst any input from the coach is fine tuning. Feedback is mainly intrinsic with the performer being able to detect and correct the majority of their own errors. Whilst any input from the coach is fine tuning. Practical application Practical application The high jumper can now make minor adjustments to their technique during competition. The coach and performer work together to discuss minor adjustments that may be required to facilitate an improvement. The high jumper can now make minor adjustments to their technique during competition. The coach and performer work together to discuss minor adjustments that may be required to facilitate an improvement.