ClassworkClasswork DateDate

Lesson 4 - Lesson 4 - Phases of Learning Phases of Learning Learning objectiveLearning objective Name the 3 phases of learning.Name the 3 phases of learning. Describe the characteristics of each Describe the characteristics of each

phase using sporting examples.phase using sporting examples. Explain which methods of guidance Explain which methods of guidance

are suitable for each phase.are suitable for each phase.

Characteristics of the phases of learning:use the table below to indentify the 3 phases of

learning , the characteristics of each phase & give examples of each.

Phase Phase Characteristics Practical Practical examplesexamples

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22

33

Phase of motor learningPhase of motor learning People learn at different rates & in People learn at different rates & in

different ways & this should be taken into different ways & this should be taken into consideration when teaching.consideration when teaching.

An experts needs are different from those An experts needs are different from those of a novice.of a novice.

Fitts & Posner (1967) suggest that this Fitts & Posner (1967) suggest that this progression from novice to expert can be progression from novice to expert can be modelled using IP concepts. modelled using IP concepts.

This model can be used by teachers to This model can be used by teachers to analyse what stages of learning their client analyse what stages of learning their client is at.is at.

PHASES OF LEARNING PHASES OF LEARNING (Fitts and Posner)(Fitts and Posner)

COGNI TI VE PHASE (beginner)initial learning of basic skill

understanding of the activityanalysis of techniques

use of m odels

ASSOCI ATI VE PHASEfocus on m ovem ent

com parison of action w ith m odelerror detection and correction

skill still inconsistent

AUTONOM OUS PHASE (elite sportsm an)action autom atic

attention can be given to environm entalaspects of activity

focus on tactics / strategy

Cognitive (early) phaseCognitive (early) phase

First/initial phaseFirst/initial phase Learner tries to create a mental picture.Learner tries to create a mental picture. Demonstrations and verbal explanations Demonstrations and verbal explanations

very important.very important. Learners need to be directed to the Learners need to be directed to the

important cues.important cues. Trial and error learning takes place.Trial and error learning takes place. Successes need to be reinforced with Successes need to be reinforced with

positive feedback.positive feedback. Performances are inconsistent and full of Performances are inconsistent and full of

errorserrors..

Practical examplePractical example

The teacher demonstrates the The teacher demonstrates the overhead clear to the badminton overhead clear to the badminton learner and describes two or three learner and describes two or three coaching points before the learner coaching points before the learner has a go at performing it.has a go at performing it.

The teacher praises the learner for The teacher praises the learner for parts of the skill they get right.parts of the skill they get right.

Associative (interactive) Associative (interactive) phasephase

Second/practice phase.Second/practice phase. Usually longer than cognitive phase and Usually longer than cognitive phase and

some learners never leave this phase.some learners never leave this phase. Learners begins to eliminate mistakes.Learners begins to eliminate mistakes. The fundamentals of the skill are learned The fundamentals of the skill are learned

and mastered. and mastered. The skill becomes more consistent.The skill becomes more consistent. Motor programmes are developed with Motor programmes are developed with

sub- routines becoming more co-ordinated sub- routines becoming more co-ordinated resulting in the skill becoming smoother.resulting in the skill becoming smoother.

The leaner is able to attend to relevant The leaner is able to attend to relevant cues.cues.

The learner develops the ability to use The learner develops the ability to use internal /kinaesthetic feedback to detect internal /kinaesthetic feedback to detect some of their errors.some of their errors.

Practical examplePractical example

The performer has a good mental picture The performer has a good mental picture of the overhead clear and has practised it.of the overhead clear and has practised it.

They are now getting the feel for the shot They are now getting the feel for the shot and it is becoming more fluent and and it is becoming more fluent and consistent.consistent.

They are aware of what is right and what They are aware of what is right and what is wrong with the shot without being told is wrong with the shot without being told and attempt to correct any faults.and attempt to correct any faults.

Autonomous (final) phaseAutonomous (final) phase

Third/final phase of learning.Third/final phase of learning. The leaner is able to execute the skill with the The leaner is able to execute the skill with the

minimum of conscious thought and can concentrate minimum of conscious thought and can concentrate on other factors such as where to place the shuttle in on other factors such as where to place the shuttle in order to beat their opponent.order to beat their opponent.

The motor programme is established & stored in the The motor programme is established & stored in the long term memory.long term memory.

Self – confidence is increased & the learner is able to Self – confidence is increased & the learner is able to detect errors & correct them.detect errors & correct them.

There is less need for external feedback but when it is There is less need for external feedback but when it is given it can be specific & highlight errors to ensure given it can be specific & highlight errors to ensure improvement.improvement.

Improvements are slow & if practise is not maintained Improvements are slow & if practise is not maintained the leaner may return to the associative phase.the leaner may return to the associative phase.

Practical examplePractical example

The overhead clear is now performed The overhead clear is now performed consistently and fluently with little consistently and fluently with little attention paid to its execution.attention paid to its execution.

The leaner is now able to focus on The leaner is now able to focus on their opponent's position on the their opponent's position on the court, the next shot and where to court, the next shot and where to place the shuttle.place the shuttle.

Review Review

What are the 3 phases of learning?What are the 3 phases of learning? Describe the characteristics of each Describe the characteristics of each

phase using sporting examples.phase using sporting examples. Which methods of guidance are Which methods of guidance are

suitable for each phase?suitable for each phase?

HomeworkHomework

Past paper exam questionsPast paper exam questions Further reading pages 83-86Further reading pages 83-86 Next lesson – Theories of learningNext lesson – Theories of learning