Skill acquisition refers to the process of learning and improving motor skills. There are several models that describe the stages of skill acquisition:
- Fitts and Posner's three stage model of the cognitive, associative, and autonomous stages where conscious thinking decreases as the skill is mastered.
- Gentile's two stage model of initially learning the movement pattern and then adapting for consistency.
- Bernstein's model of solving a motor problem through developing a motor representation and identifying sensory corrections that become automatic.
Feedback is important for skill acquisition as it guides improvement and allows athletes to adjust their performance as they progress through the stages of learning a skill.
Skill acquisition refers to the process of learning and improving motor skills. There are several models that describe the stages of skill acquisition:
- Fitts and Posner's three stage model of the cognitive, associative, and autonomous stages where conscious thinking decreases as the skill is mastered.
- Gentile's two stage model of initially learning the movement pattern and then adapting for consistency.
- Bernstein's model of solving a motor problem through developing a motor representation and identifying sensory corrections that become automatic.
Feedback is important for skill acquisition as it guides improvement and allows athletes to adjust their performance as they progress through the stages of learning a skill.
Skill acquisition refers to the process of learning and improving motor skills. There are several models that describe the stages of skill acquisition:
- Fitts and Posner's three stage model of the cognitive, associative, and autonomous stages where conscious thinking decreases as the skill is mastered.
- Gentile's two stage model of initially learning the movement pattern and then adapting for consistency.
- Bernstein's model of solving a motor problem through developing a motor representation and identifying sensory corrections that become automatic.
Feedback is important for skill acquisition as it guides improvement and allows athletes to adjust their performance as they progress through the stages of learning a skill.
Skill acquisition refers to the process of learning and improving motor skills. There are several models that describe the stages of skill acquisition:
- Fitts and Posner's three stage model of the cognitive, associative, and autonomous stages where conscious thinking decreases as the skill is mastered.
- Gentile's two stage model of initially learning the movement pattern and then adapting for consistency.
- Bernstein's model of solving a motor problem through developing a motor representation and identifying sensory corrections that become automatic.
Feedback is important for skill acquisition as it guides improvement and allows athletes to adjust their performance as they progress through the stages of learning a skill.
● Skill acquisition referred to as motor learning and control as the
interdisciplinary science of intention, perception, action and calibration of the performer-environment relationship.
● In simplified terms, skill acquisition refers to voluntary control over
movements of joints and body segments in an effort to solve a motor skill problem and achieve a task goal. STAGES OF MOTOR LEARNING
Skill acquisition has evolved from a subfield of psychology to its own vast interpretation of the brain-behaviour relationship. The important characteristic of skill acquisition is that people go through distinct stages, often referred to as the “stages of learning”. ● There are predominantly three interpretations of the stages of motor learning. ○ Fitts and Posner ○ Ann Gentile ○ Nikolai Bernstein FITTS AND POSNER
In the late 1900’s, Fitts and Posner developed a three-stage
● Also known as ‘verbal-motor stage’, where the beginner
primarily focuses on what to do and how to do it. ● It filled with numerous errors, large gains, and lack of consistency. ● The coach plays a crucial role in walking the fine line of feedback being a cognitive task and not a mechanical intervention. ASSOCIATIVE STAGE
● The second stage in this model is known as the ‘associative
stage’, where after an unspecified amount of practice, performance starts to improve. ● Also known as “motor stage”. ● The learner expends a lot of conscious effort here, often times focusing primarily on body movements. AUTONOMOUS STAGE
● The third stage in this model is the ‘autonomous stage’, where the skill has become automatic. ● Self-learning becomes huge here because skilled performers can detect their own errors and make the proper adjustments. ANN GENTILE
In 1972, Ann Gentile proposed Gentile’s two-stage progression model viewing motor skill learning as goal-relevant.
● Stage 1: Initial Stage
○ Goal 1: Acquire a movement pattern ○ Goal 2: Discriminate between regulatory and non-regulatory conditions ● Stage 2: Later Stages ○ Goal: Adaptation, consistency, and economy INITIAL STAGE
● In the initial stages of learning, as a practice progression model, movement pattern
is one of two important goals for the learner. By action goal, we represent the means to which the goal of the task is accomplished. ● The second goal is to discriminate between regulatory and non-regulatory conditions within the environmental context. Non-regulatory conditions are those characteristics of the environment that have no influence or remain as indirect influences on the movement characteristics required to achieve an action goal. INITIAL STAGE VS. LATER STAGE NIKOLAI BERNSTEIN
While Gentile’s two-stage model continues to be used today, many skill acquisition specialists now advocate for the lost treasure of Nikolai Bernstein, who described the learning process as below.
● First Phase: Solving a motor problem, what level takes the leading role? ● Second Phase: Developing a motor representation or strategy to approach the problem. ● Third Phase: Identifying the most appropriate sensory corrections. ● Fourth Phase: Corrections are handed to the background level and are engaged without conscious awareness. ● Fifth Phase: Standardisation ● Sixth Phase: Stabilisation ROLE OF FEEDBACK Feedback is important for the acquisition of skill by the athlete. It provides direction, goals and helps the athlete to adjust their performance and skill execution as they progress through the stages of skill acquisition.
● Feedback can be internal or external, concurrent or delayed, and knowledge of results or
performance. Internal comes from the performer and how the movement felt, and relies on proprioception. ● External comes from outside the body and includes sounds, videos or a coach. ○ Knowledge of results is feedback that provides information about the outcome of the skill execution. ○ Knowledge of performance is information provided about the process of movement normally provided externally after its completion. TYPES OF AUGMENTED FEEDBACK AUGMENTED FEEDBACK
● Refers to the information about performing a skill that is
added to sensory feedback and comes from a source external to the person performing the skill. ● Sometimes referred to as extrinsic or external feedback. TYPES OF AUGMENTED FEEDBACK
1. Knowledge of Results (KR)
2. Knowledge of Performance (KP) KNOWLEDGE OF RESULTS (KR)
Types of augmented feedback that gives information about the outcome of
performing a skill or about achieving the goal of the performance.
● Examples of knowledge of results may be how many goals were scored per number of attempts, or what distance was covered in javelin. The athlete can use this feedback to execute a skill differently in order to achieve different results. KNOWLEDGE OF RESULTS
● Sometimes, KR simply tells the performer whether he or she has
achieved the performance goal. This is the case when some external device gives a "yes" or "no" signal indicating whether or not the performance goal was achieved. ● It is important to point out that we are using the term KR to refer to one type of augmented feedback. KNOWLEDGE OF PERFORMANCE (KP)
Knowledge of performance is feedback related to the way in which a specific
skill is performed. It gives feedback on the quality of execution of the skill and may come from either intrinsic or extrinsic sources.
● An example of this is a comment from the coach about the foot placement during a kick in soccer, or noticing the height of a ball during a tennis serve. KNOWLEDGE OF PERFORMANCE (NP)
● The important point here is that KP differs from KR in terms of which
aspect of performance the information refers to. In addition to giving KP verbally, there are various nonverbal means of providing KP. ● Another means of providing KP that is increasing in popularity as computer software becomes more accessible is showing the person computer-generated kinematic characteristics of the just-completed performance. THANK YOU
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