1. Chapter 11
The Stages of Learning

2. The Fitts and Posner Three Stage Model
Fitts and Posner (1967) proposed motor skill learning involved three stages
Cognitive stage: beginner focuses on cognitively-oriented problems
Associative stage: cognitive stage change due to cues from the environment
Autonomous stage: final stage where the skill is automatic

3. Gentile’s Two Stage Model
Gentile (1972, 1987, 2000) viewed motor skill learning through two stages
Initial stage involves:
movement coordination patter acquirement
learn to discriminate between regulatory and non-regulatory conditions

4. Gentile’s Two Stage Model, cont’d
Gentile (1972, 1987, 2000) viewed motor skill learning through two stages (cont’d)
Later stage involves three characteristics:
adapting
consistency
economy of effort

5. Gentile’s Two Stage Model, cont’d
Gentile (1972, 1987, 2000) viewed motor skill learning through two stages (cont’d)
Unique feature of the second stage: learner’s goal depends on the type of skill
closed skills require fixation
open skills require diversification

6. Performer and Performance Changes Across the Stages of Learning
Stages of learning models have distinct characteristics at each learning stage
Observable changes are noted for both the person and the skill performance
Two benefits are provided
Provides a closer look at the skill learning process
Helps explain why instruction or training strategies need to be developed for people in different learning stages

7. Characteristics are: Changes in rate of improvement
Performer and Performance Changes Across the Stages of Learning, cont’d
Characteristics are:
Changes in rate of improvement
Changes in movement coordination
Changes in altering an old or preferred coordination pattern
Changes in muscles used to perform the skill
Changes in energy cost

8. Characteristics are (cont’d):
Performer and Performance Changes Across the Stages of Learning, cont’d
Characteristics are (cont’d):
Changes in achieving the kinematic goals of the skill
Changes in visual selective attention
Changes in conscious attention with performing a skill
Changes in error detection and correction capability

9. We use visual feedback during practice in the first stage of learning
A Performer Characteristics that Does Not Change Across the Stages of Learning
We use visual feedback during practice in the first stage of learning
We continue to use this, even after we become more skillful later on
Proteua (1998) hypothesized that dependency develops since sensory feedback becomes a sensory component of memory representation of the skill

10. An expert is a person who is located at the extreme right end
Expertise
An expert is a person who is located at the extreme right end
Experts in skill performance areas have the following characteristics:
Amount and type of practice leading to expertise
Expert’s knowledge structure
Expert’s use of vision

11. Predicting Future Achievement
Three approaches have been used to predict if early learning leads to later achievement
Correlating initial and later performance
Inter-trial correlations
The relationship between motor abilities and the stages of learning

12. Chapter 11
The Stages of Learning