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Stages of Learning, Practice and Feedback (Stages of Learning (The Learner…
Stages of Learning, Practice and Feedback
Stages of Learning
Associative
The practice phase where the learner refines the accuracy of performing the skill. The amount of practice required will depend on the complexity of the skill, the player's ability, past experience and motivation. This stage usually takes a long time and some learners will never leave this stage
Autonomous
The skill becomes automatic due to sequencing and timing of subroutines. Relies more on internal feedback. The performer can devote more attention to other tasks such as tactics and looks like they have all the time in the world to execute the skill
Cognitive
The beginner stage where the learner needs to learn what is required to perform the skill. Must identify the subroutines involved in the skill and practice their correct sequence. This stage usually only takes a short time but initially the performer will make many errors. The performer will make many errors. The performer can benefit from demonstrations and not too many instructions
The Learner
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Factors that affect the individual learner are: Physiological factors; psychological factors; gender; stage of learning; age; ability
Practice Variability
Blocked practice
Involves practising the same skill without changing to a different task. Suitable for the cognitive stage of learning
Random practice
Involves practising a variation of motor skills in the one training session. Suitable for the associative and autonomous stages of learning
Compare
Blocked practice allows for an initial greater improvement in performance level however random practice results in a higher retention of learning
Transfer of practice
Practice that most closely replicates a game situation allows greater transfer of skills from training into a game. Beginners can benefit from decreasing environmental factors while they are in the cognitive stage for example performing a skill without a defender to decrease pressure
Organisation of Practice
Massed practice
Massed practice is continuous practice where there is little or no rest between trials. Suitable when the skill level is high and motivation is high
Distributed practice
Distributed practice is spaced practice where there are frequent rest intervals between trails. Suitable when the task is complex and physically demanding
Feedback
Task-intrinsic feedback
Occurs when the performer relies on their own senses to judge performance including: visual; auditory; proprioception; and touch. The feedback is about the "feel" of the skill
Augmented feedback
Augmented feedback is external. It can be concurrent which, occurs within the activity, or it can be terminal, where the feedback occurs at the end of the activity
Knowledge of Results
Knowledge of results (KR) is feedback about the outcome of the performance. For example, the umpire in cricket signalling for 6 runs. Initially, KR is beneficial for cognitive learners as they are leaning about how the skill is performed
Knowledge of Performance
Knowledge of performance (KP) is feedback about performing the task and is about performing the task. This is usually communicated after the task and is about the technique used. For example, follow through in batting technique
How to deliver Feedback
External feedback assists to: fix errors; provide motivation; provide reinforcement. When learners are in the cognitive stage, they require lots of feedback however not too many instructions at once. As they move to the autonomous stage, they can rely more of their intrinsic feedback and detect their own errors