STAGES OF LEARNING As we progress from a beginner to a skilled performer we must pass through different stages of learning There is no definitive point at which an athlete transitions into any of the phases ID: 614378
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Slide1
Skill LearningSlide2
STAGES OF LEARNING
As we progress from a beginner to a skilled performer we must pass through different stages of learning
There is no definitive point at which an athlete transitions into any of the phases.
There are
three stages of learning.Slide3
The Cognitive Stage
*
FIGURING OUT THE SKILL*
The athlete is attempting to understand the basic task
Beginners may not be aware of how to correct errors, and need basic, specific instruction and feedback during this phase.
Eg. Challenges include how to hold the raquet, how to place the feet, and where the boundaries are.Slide4
The Associative Stage
*GETTING BETTER*
At this stage the athlete understands the fundamentals of the skill and is in the process of refining the skill.
They experience fewer errors and can detect some of them on their own.
Performances are more consistent and learners begin to know what is relevant and what is not.Slide5
The Autonomous Stage
*IT’S SECOND NATURE*
At this point the skill is well learned.
The athlete performs the skill automatically without having to focus on execution.
There are few errors and athletes can detect and know how to correct them.
They can concentrate more on other aspects of the game. Slide6
TYPES OF PRACTICE
There are
four types of practice
which can all be used in different situations and dependant on the skill being learned.
Fixed practice
Variable practice
Massed practice
Distributed practiceSlide7
Fixed Practice
A specific movement is practiced repeatedly, known as a drill.
Closed skills
are best practiced in this way.
*CLOSED SKILL*
These skills take place in a stable, predictable environment and the performer knows exactly what to do and when.
Skills are not affected by the environment and
movements follow set patterns and have a clear
beginning and end.
For example,
a basketball free throw.Slide8
Variable Practice
Involves repeating a skill in a range of situations that could be experienced, such as game play.
Open skills are best practiced in this way.
*OPEN SKILL*
The environment is constantly changing and so movements have to be continually adapted.
Skills are predominantly perceptual.
For example,
a badminton rally.Slide9
Massed Practice
Skill is continuously practiced until the skill is developed.
Simple skills
best practiced in this way.
*SIMPLE SKILLS*
Eg. A badminton rally
where the learner must repeatedly perform drop shots.
Eg
. A
basketball shot
where the learner must repeatedly perform successful three point shots.Slide10
Distributed Practice
Attempts at the skill are divided up with intervals/breaks in between to allow for rest and mental rehearsal.
Best used in difficult or fatiguing skills.
Eg
. 50 accurate basketball passes in a row followed by a rest.
Eg. Football shuttle runs followed by a rest.Slide11
FACTORS AFFECTING LEARNING
Acquiring skills is a different experience for each individual – We know we all learn differently.
Learning can be affected by the following factors:
Physical maturation
Physiological characteristics
Perceptual and motor ability
Psychological characteristics
Feedback
Experience/Memory
Amount and type of practice
Stage of learningSlide12
Feedback
Providing information about the performance (feedback) is crucial for:
Learning and improvements to take place.
Feedback should provide information on:
Judgement errors
Technical errors
Possible solutions
Positive aspects
There are
two main types of feedback.Slide13
*INTERNAL FEEDBACK*
Information received naturally from the senses (sights, sounds, smells and touch) as a result of movement.
*EXTERNAL FEEDBACK*
Information that is provided from outside the performer’s natural sensory awareness as a result of movement.
Eg
. Coach’s voice, cheer of the crowd,
the scoreboard,
or video analysis.Slide14
External Feedback
also has two main types:
*KNOWLEDGE OF RESULTS (KR)* Information that is provided after the completion of the action.
Based on the outcome of the performance – success/fail. Eg. A basketball free throw either going in, or missing.
*KNOWLEDGE OF PERFORMANCE (KP)*
Information about the performance of the movement pattern itself, or how it looked.
Eg
. You did not flex your knees enough therefore the ball did not reach the hoop.Slide15
Psychological Characteristics
Motivation
Attention
Attitude PersonalitySlide16
Experience/Memory
Being able to recall past experiences and techniques is important in learning new and more complex skills.
Eg
. Using the knowledge of your
dominant hand
and transferring it to help your non-dominant hand learn.
Eg
. Being able to hit a serve in tennis could be transferred across to an overhead in badminton.