Classwork
Date
4 - Phases of Learning
 Learning objective
 Name the 3 phases of learning.
 Describe the characteristics of each
phase using sporting examples.
 Explain which methods of guidance are
suitable for each phase.
 Lesson
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
1
2
3
Characteristics
Practical
examples
Phase of motor learning
People learn at different rates & in different
ways & this should be taken into consideration
when teaching.
 An experts needs are different from those of
a novice.
 Fitts & Posner (1967) suggest that this
progression from novice to expert can be
modelled using IP concepts.
 This model can be used by teachers to analyse
what stages of learning their client is at.

PHASES OF LEARNING
(Fitts and Posner)
COGNITIVE PHASE (beginner)
initial learning of basic skill
understanding of the activity
analysis of techniques
use of models
ASSOCIATIVE PHASE
focus on movement
comparison of action with model
error detection and correction
skill still inconsistent
AUTONOMOUS PHASE (elite sportsman)
action automatic
attention can be given to environmental
aspects of activity
focus on tactics / strategy
Cognitive (early) phase
First/initial phase
 Learner tries to create a mental picture.
 Demonstrations and verbal explanations very
important.
 Learners need to be directed to the
important cues.
 Trial and error learning takes place.
 Successes need to be reinforced with positive
feedback.
 Performances are inconsistent and full of
errors.

Practical example
 The
teacher demonstrates the overhead
clear to the badminton learner and
describes two or three coaching points
before the learner has a go at
performing it.
 The teacher praises the learner for
parts of the skill they get right.
Associative (interactive) phase
Second/practice phase.
 Usually longer than cognitive phase and some
learners never leave this phase.
 Learners begins to eliminate mistakes.
 The fundamentals of the skill are learned and
mastered.
 The skill becomes more consistent.
 Motor programmes are developed with subroutines becoming more co-ordinated
resulting in the skill becoming smoother.
 The leaner is able to attend to relevant cues.
 The learner develops the ability to use
internal /kinaesthetic feedback to detect
some of their errors.

Practical example
The performer has a good mental picture of
the overhead clear and has practised it.
 They are now getting the feel for the shot
and it is becoming more fluent and consistent.
 They are aware of what is right and what is
wrong with the shot without being told and
attempt to correct any faults.

Autonomous (final) phase






Third/final phase of learning.
The leaner is able to execute the skill with the
minimum of conscious thought and can concentrate on
other factors such as where to place the shuttle in
order to beat their opponent.
The motor programme is established & stored in the
long term memory.
Self – confidence is increased & the learner is able to
detect errors & correct them.
There is less need for external feedback but when it
is given it can be specific & highlight errors to ensure
improvement.
Improvements are slow & if practise is not maintained
the leaner may return to the associative phase.
Practical example
 The
overhead clear is now performed
consistently and fluently with little
attention paid to its execution.
 The leaner is now able to focus on their
opponent's position on the court, the
next shot and where to place the
shuttle.
Review
 What
are the 3 phases of learning?
 Describe the characteristics of each
phase using sporting examples.
 Which methods of guidance are suitable
for each phase?
Homework
 Past
paper exam questions
 Further reading pages 83-86
 Next lesson – Theories of learning