Stages of Skill Acquisition for Year 11/Stage 1 HPE includes factors affecting skill learning PART1

1. STAGES OF SKILL LEARNINGSTAGES OF SKILL LEARNING
& FACTORS AFFECTING& FACTORS AFFECTING
SKILL LEARNINGSKILL LEARNING
Stage 1 PEStage 1 PE

2. Key ContentKey Content
• Stages of learningStages of learning
– Cognitive (understanding)Cognitive (understanding)
– Associative (practice)Associative (practice)
– Autonomous (automatic)Autonomous (automatic)
• Factors affecting skill learningFactors affecting skill learning
– Physical maturationPhysical maturation
– Physiological characteristicsPhysiological characteristics
– Psychological characteristicsPsychological characteristics
– Stage of learningStage of learning
– FeedbackFeedback
– Experience / MemoryExperience / Memory
– Amount and type of practiceAmount and type of practice
– Perceptual and motor abilityPerceptual and motor ability

3. Stages of Skill LearningStages of Skill Learning
• Terminology:Terminology: skill learning = skillskill learning = skill
acquisitionacquisition
• As we progress from a beginner to aAs we progress from a beginner to a
skilled performer we must pass throughskilled performer we must pass through
different stages of learningdifferent stages of learning
– Cognitive (understanding)Cognitive (understanding)
– Associative (practice)Associative (practice)
– Autonomous (automatic)Autonomous (automatic)

4. Cognitive StageCognitive Stage
• Involves the novice performer:Involves the novice performer:
generally makes large errors &generally makes large errors &
produce highly variable results.produce highly variable results.
• They are aware that they are makingThey are aware that they are making
errors but they cannot isolate theerrors but they cannot isolate the
specific problems= feedback andspecific problems= feedback and
instruction are required to help theminstruction are required to help them
make appropriate changes.make appropriate changes.
• However, the coach needs to provideHowever, the coach needs to provide
only a limited amount of feedback toonly a limited amount of feedback to
prevent information overload andprevent information overload and
confusion.confusion.

5. Cognitive Stage & CoachingCognitive Stage & Coaching
• Make some notes from table in workMake some notes from table in work
booklet on how the coach or teacher canbooklet on how the coach or teacher can
help a learner at this stagehelp a learner at this stage
1.1.
2.2.
3.3.
4.4.
5.5.

6. Associative StageAssociative Stage
• Also known as the PRACTICEAlso known as the PRACTICE
stagestage
• Still make errors, but they areStill make errors, but they are
usually smaller and less frequentusually smaller and less frequent
• Refining skill, not learning newRefining skill, not learning new
movementsmovements
• Can use own feedback to makeCan use own feedback to make
changeschanges
• Gradual improvementGradual improvement

7. Associative Stage & CoachingAssociative Stage & Coaching
• Make some notes from table in workMake some notes from table in work
booklet on how the coach or teacher canbooklet on how the coach or teacher can
help a learner at this stagehelp a learner at this stage
1.1.
2.2.
3.3.
4.4.
5.5.

8. Autonomous StageAutonomous Stage
• Stage revolves around executing a skillStage revolves around executing a skill
automaticallyautomatically without having to stop and thinkwithout having to stop and think
about what to do next or how to do it.about what to do next or how to do it.
• DonDon’’t need to think about the steps involvedt need to think about the steps involved
in producing the movementin producing the movement
• Can analyse cues from the environmentCan analyse cues from the environment
• Can detect and correct his/her ownCan detect and correct his/her own
performanceperformance
• Focus on tactics and strategiesFocus on tactics and strategies
• Once in this stage, usually remain-riding aOnce in this stage, usually remain-riding a
bike!bike!

9. Autonomous Stage & CoachingAutonomous Stage & Coaching
• Make some notes from table in workMake some notes from table in work
booklet on how the coach or teacher canbooklet on how the coach or teacher can
help a learner at this stagehelp a learner at this stage
1.1.
2.2.
3.3.
4.4.
5.5.

10. QuestionsQuestions
1.1. Compare your skills in two sports (one whereCompare your skills in two sports (one where
you are a beginner and one where you feelyou are a beginner and one where you feel
your skills are more advanced). Which stage ofyour skills are more advanced). Which stage of
learning do you think you are in for each sport?learning do you think you are in for each sport?
2.2. Describe and give an example to reflect onDescribe and give an example to reflect on
why you think you are in this particular stage ofwhy you think you are in this particular stage of
learning of skills in each sportlearning of skills in each sport
3.3. How much practice and what type ofHow much practice and what type of
instruction have you had in each sport?instruction have you had in each sport?
4.4. How has this affected your level of skill in eachHow has this affected your level of skill in each
sport?sport?

11. Factors Affecting Skill LearningFactors Affecting Skill Learning
• Acquiring skills is a different experience for eachAcquiring skills is a different experience for each
individualindividual
– We know we all learn differentlyWe know we all learn differently
• Factors affecting skill learningFactors affecting skill learning
– Physical maturationPhysical maturation
– Physiological characteristicsPhysiological characteristics
– Psychological characteristicsPsychological characteristics
– Stage of learningStage of learning
– FeedbackFeedback
– Experience / MemoryExperience / Memory
– Amount and type of practiceAmount and type of practice
– Perceptual and motor abilityPerceptual and motor ability

12. Physical MaturationPhysical Maturation
• Starting from when we are born ourStarting from when we are born our
bodies developbodies develop
• As children grow and develop, theirAs children grow and develop, their
bodies are capable of more co-bodies are capable of more co-
ordinated and refined movement.ordinated and refined movement.
• Performance will therefore improve withPerformance will therefore improve with
the appropriate level of physicalthe appropriate level of physical
maturity.maturity.
– Eg: Crawl, walk, runEg: Crawl, walk, run
– Eg: 10 yr old learning shot put vs. 16 yr oldEg: 10 yr old learning shot put vs. 16 yr old

13. Physiological CharacteristicsPhysiological Characteristics
• Body compositionBody composition
– Eg: Greater endurance allows us toEg: Greater endurance allows us to
train and practise for longer, whichtrain and practise for longer, which
helps to make practice and skill learninghelps to make practice and skill learning
more effectivemore effective
– Eg: Being able to complete a full 1hrEg: Being able to complete a full 1hr
netball training session vs. being onlynetball training session vs. being only
capable of completing a 20min sessioncapable of completing a 20min session
– Increased muscular power in theIncreased muscular power in the
shoulder region will enable the learnershoulder region will enable the learner
to practice and perform a jump shot into practice and perform a jump shot in
basketball more efficiently.basketball more efficiently.

14. Psychological CharacteristicsPsychological Characteristics
• What subjects do youWhat subjects do you
learn best in?learn best in?
– Why?Why?
• MotivationMotivation
• AttentionAttention
– Younger children haveYounger children have
a shorter attention spana shorter attention span
than older childrenthan older children
• PersonalityPersonality
• AttitudeAttitude
• Memory capabilitiesMemory capabilities

15. Stage of LearningStage of Learning
• Whether you are in the cognitive,Whether you are in the cognitive,
associative or autonomous stage willassociative or autonomous stage will
impact on skill acquisitionimpact on skill acquisition
– Will someone in the cognitive stage orWill someone in the cognitive stage or
autonomous stage of throwing be able toautonomous stage of throwing be able to learnlearn
how to throw with their opposite arm?how to throw with their opposite arm?
– Why?Why?

16. FeedbackFeedback
• Providing information about theProviding information about the
performance (feedback) is crucial for:performance (feedback) is crucial for:
– Learning and improvement to take placeLearning and improvement to take place
• Should provide information on:Should provide information on:
– Judgement errorsJudgement errors
– Technical errorsTechnical errors
– Possible solutionsPossible solutions
– Positive aspectsPositive aspects

17. FeedbackFeedback
• Two types of feedback:Two types of feedback:
Knowledge of ResultsKnowledge of Results::
– Information about the outcome of the performanceInformation about the outcome of the performance
– Eg: The ball went through the goal postEg: The ball went through the goal post
Knowledge of PerformanceKnowledge of Performance::
Information about the characteristics of theInformation about the characteristics of the
performanceperformance
• Eg: You didnEg: You didn’’t bend your knees enough, therefore the volleyt bend your knees enough, therefore the volley
went into the netwent into the net

18. Experience / MemoryExperience / Memory
• Being able to recall past experiences andBeing able to recall past experiences and
techniques is important in learning new andtechniques is important in learning new and
more complex skillsmore complex skills
• This way you donThis way you don’’t have to completely learn newt have to completely learn new
motor programsmotor programs
– Eg: Being able to hit a serve in tennis can beEg: Being able to hit a serve in tennis can be
transferred across to an overhead in badmintontransferred across to an overhead in badminton
– Modifications are obviously requiredModifications are obviously required

19. Amount and Type of PracticeAmount and Type of Practice
• Physical and mental practice is vital in skillPhysical and mental practice is vital in skill
learninglearning
• Practice provides an improved understanding ofPractice provides an improved understanding of
the skill, as well as improving performancethe skill, as well as improving performance

20. Perceptual & Motor AbilityPerceptual & Motor Ability
• Your body constructs a program based on informationYour body constructs a program based on information
from your sensesfrom your senses
• The ability to interpret or perceive the sensoryThe ability to interpret or perceive the sensory
information is a key to learning and performing a skillinformation is a key to learning and performing a skill
successfullysuccessfully
• Anticipation is a form of recognising movement patternsAnticipation is a form of recognising movement patterns
of team mates and opponentsof team mates and opponents
– Gary Ablett Jr - exceptional perceptual abilityGary Ablett Jr - exceptional perceptual ability
• Having a good general motor ability will allow you toHaving a good general motor ability will allow you to
acquire skills more easilyacquire skills more easily
– Think of that person who is aThink of that person who is a ‘‘naturalnatural’’