Stages of Skill Learning
(Chapt 1, pgs 11 – 14)
Stages of Skill Learning
1. Cognitive Stage
The Fitts and Posner Model
proposes 3 stages of
learning a motor skill
2. Associative Stage
3. Autonomous Stage
Find the information
to fit the correct box
Use the blank
table provided
Stages of Skill Learning
STAGE
DEFINITION
MEANS
LEARNERS
Cognitive
Stage
(under –
standing)
The first stage in the
Fitts and Posner
Model of motor
learning and is
characterised by
frequent errors in
performance
(Amezdroz et al,
2010).
During this
stage the
athlete learns
what is needed
to perform a
skill.
This stage is exploratory and
the learner will:• Make frequent errors
• Get general idea
• Attention to step-by-step
procedures
• Think about what is being
done
• Perform skill slowly
• Use feedback from
previous action to improve
Stages of Skill Learning
Stage
Coaches see
Practice
Coaching
Cognitive
Stage
(under –
standing)
• Poorly timed
movements
• Movements not
necessary to task
• Large gains in
performance
• Self talk
• Frustration if not
doing skill in short
time
• Lack of motivation if
task seen to be too
difficult
Demonstration of
skill so that rough
mental plan can be
formed.




Demonstrate
Allow practice time
Re-demonstrate
Relate skill to other
skills learnt
Time to practice and  Clear instructions
re-demonstration of  Allow ‘feel’ of
skill.
whole movement
 Use short cue
Watch others and
words
use this visual
feedback to correct
own errors.
Stages of Skill Learning
Stage
DEFINITION
MEANS
LEARNER
Associative
Stage
(Practice)
The second stage in
Fitts and Posner’s
model of motor
learning and is
characterised by
practice (Amezdroz
et al, 2010).
Understand what is
required and need to
practice to become
familiar with
sequencing and timing
of movement.
Learner typically:-
Concern with practice
of the motor skill.
•
•
•
•
•
Amount of practice
depends on
complexity of task,
player’s ability, past
experience and
motivation.
•
Refines accuracy and
consistency of motor skill
Reduces errors
Recognise when there is
an error
Knows ‘how to do’ rather
than ‘what to do’
Better anticipation and
timing of movements
Requires feedback on
technical aspects to reach
next level
Stages of Skill Learning
STAGE
Coaches see
Practice
Coaching
Associative
Stage
(Practice)
• Quicker and smoother
movements
• More efficient
performance
• Less dramatic
improvement
• Self talk reduces or stops
• Consistent performance
• Performers can critique
their own performance
Target specific
aspects of the skill.
 Demonstrations
 Feedback on what to
do next
 Instructions targeted
at specific aspects of
the skill
Similar skills used in
performance or
competition.
Modify gradually to
keep skill at a
challenging level.
Stages of Skill Learning
STAGE
DEFINITION
Autonomous The final stage in the
Stage
Fitts and Posner
(Automatic) model of motor
learning and is
characterised by
automatic movement
(Amezdroz et al,
2010).
MEANS
LEARNER
Performances are
‘automatic’ and
occur without
thinking.
At this stage:• Performs skill without
thinking
• Sequencing and timing
is automatic
Stages of Skill Learning
Stage
Coaches see
Autonomous • Effortless movements
Stage
• Can carry out another task
(Automatic)
at the same time
• High consistency
• High speed and efficiency
• Little amount of thinking
involved
• Detect own errors and
make adjustments
• Process other information
without detrimental effect
on performance
• Improvements are only
subtle variations
Practice
Coaching
Better response
times than
novices.
 Focus away from
execution of skill
when under
pressure
 Great feedback to
correct ‘bad
habits’
Perseverance to
correct ‘bad
habits’.
Learn a new skill
1. Throw, kick or hit a ball using your
wrong arm or leg
2. Cup stacking exercise