Chapter 11Chapter 11

The Stages of Learning

The Fitts and PosnerThree Stage ModelThe Fitts and PosnerThree 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

Gentile’sTwo Stage ModelGentile’sTwo Stage Model

Gentile (1972, 1987, 2000) viewed motor skill learning through two stages

•Initial stage involves:movement coordination patter

acquirementlearn to discriminate between regulatory

and non-regulatory conditions

Gentile’sTwo Stage Model, cont’dGentile’sTwo Stage Model, cont’d

Gentile (1972, 1987, 2000) viewed motor skill learning through two stages (cont’d)

•Later stage involves three characteristics:

adaptingconsistencyeconomy of effort

Gentile’sTwo Stage Model, cont’dGentile’sTwo 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 fixationopen skills require diversification

Performer and Performance Changes Across the Stages of LearningPerformer 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

Performer and Performance Changes Across the Stages of Learning, cont’dPerformer 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

Performer and Performance Changes Across the Stages of Learning, cont’dPerformer 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

A Performer Characteristics that Does Not Change Across the Stages 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

ExpertiseExpertise

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

Predicting Future AchievementPredicting Future Achievement

Three approaches have been used to predict if early learning leads to later achievement1.Correlating initial and later

performance2.Inter-trial correlations3.The relationship between motor

abilities and the stages of learning

Chapter 11Chapter 11

The Stages of Learning