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