STAGES OF LEARNING
Cognitive Stage (Philzana B, Tjarra K and Klarindah H)
The first stage of skill learning is the cognitive stage. The fundamental requirement here is that the athlete gains an understanding of the task required.
It is expected that the learner will encounter problems, the number and magnitude of which will depend on the difficulty of the skill. The learner may experience error, awkwardness and some disorientation. Thus, learners must receive continuous feedback or information on their progress. If they experience much difficulty, the skill could possibly be broken into smaller movements for practice. During this stage, the learner should experience some success.
Rates of progress through the cognitive stage vary from one individual to another. Depending on the difficulty of the skill, it could be learned in anything from a few minutes to a much longer period. Some difficult skills may never be mastered by some people.
The first stage of skill learning is the cognitive stage. The fundamental requirement here is that the athlete gains an understanding of the task required.
It is expected that the learner will encounter problems, the number and magnitude of which will depend on the difficulty of the skill. The learner may experience error, awkwardness and some disorientation. Thus, learners must receive continuous feedback or information on their progress. If they experience much difficulty, the skill could possibly be broken into smaller movements for practice. During this stage, the learner should experience some success.
Rates of progress through the cognitive stage vary from one individual to another. Depending on the difficulty of the skill, it could be learned in anything from a few minutes to a much longer period. Some difficult skills may never be mastered by some people.
Associative Learning (Mikaela Z)
Definition: A type of learning principle based on the assumption that ideas and experiences reinforce one another and can be linked to enhance the learning process.
At the associative 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. The athlete can now perfect what is needed to execute the skill regardless of the situation. They also begin to learn how to distinguish responses for open skills.
An associative learner may not perform the skill perfectly but they have an excellent understanding of how to do it. The learner needs to keep repeating the skill and practice until they are satisfied. After a short amount of time, errors become less frequent and the presentation of the skill becomes more advanced.
Definition: A type of learning principle based on the assumption that ideas and experiences reinforce one another and can be linked to enhance the learning process.
At the associative 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. The athlete can now perfect what is needed to execute the skill regardless of the situation. They also begin to learn how to distinguish responses for open skills.
An associative learner may not perform the skill perfectly but they have an excellent understanding of how to do it. The learner needs to keep repeating the skill and practice until they are satisfied. After a short amount of time, errors become less frequent and the presentation of the skill becomes more advanced.
Autonomous Phase (Ford C)
In the Autonomous phase the skill becomes adaption to brains thought process and becomes part of motor memory. It is the third and final phase of learning and if you are in this phase you are referred to as an expert at that skill. When performing the skill requires very little thought and is performed every time almost perfect. Is at an advanced level of skill acquisition and responds automatically with skills appropriate to the situation. You make infrequent errors and can use feedback precisely but rely on internal feedback and you have difficulty in correcting incorrect subroutines.
In the Autonomous phase the skill becomes adaption to brains thought process and becomes part of motor memory. It is the third and final phase of learning and if you are in this phase you are referred to as an expert at that skill. When performing the skill requires very little thought and is performed every time almost perfect. Is at an advanced level of skill acquisition and responds automatically with skills appropriate to the situation. You make infrequent errors and can use feedback precisely but rely on internal feedback and you have difficulty in correcting incorrect subroutines.