This document outlines the three stages of learning a motor skill according to Fitts and Posner's theory from 1967: the cognitive stage, associative stage, and autonomous stage. In the cognitive stage, the learner understands and learns the skill through instruction and feedback, performing slowly and making frequent errors. In the associative stage, the learner refines the skill through practice, reducing errors and paying attention to feedback. In the autonomous stage, the skilled motor behavior becomes automatic and can be performed without conscious attention.

1. THE PROCESS OF
LEARNING MOTOR
SKILLS
THEORY BY:
PAUL M.FITSS AND MICHAEL I. POSNER
1967

3. •This theory continues to be
referred to by sports researchers
until today
•It proposes that everyone goes
through distinct stages when
learning a motor skill

4. THE THREE STAGES IN
LEARNING A MOTOR
SKILL

9. UNDERSTANDIN
G EACH STAGE

10. 1. COGNITIVE
STAGE
- Understanding & learning

11. •You learn what is needed to perform a
skill.
•Frequent errors occur
•Attention to decisions & step – by –
step procedures
•Have a high attentional demands (lots
of Thinking)
•Tend to perform the skill slowly
•REQUIRES A LOT OF FEEDBACK (teacher,

12. THE BEST WAY TO LEARN IN THE
COGNITIVE STAGE
•Have skill demonstrated – ensures a visual
aid and mental picture
•Allow time for practice and by re –
demonstrating the skill
•For the teacher’s/coach/peers – don’t
overload the learner with information and
use short cue words
•The neurons in the motor – control section of
the brain respond when an action is observed

13. STEP CYCLE

14. 2. ASSOCIATIVE
STAGE
-Process

15. •Refine the accuracy and consistency
of the motor skill
•There is a reduce numbers of errors
•Performer gradually gets more
successful & fluent
•Learner begins to make use of
intrinsic or kinesthetic feedback
•Begin to pay attention to the
concurrent feedback (During

16. •The stage is normally longer than
cognitive stage
•The stage of rapid improvement
•Skilled actions get smoother, more
accurate, better timed, & more efficient
•Begin to use more complex and detailed
cues
•Learner performs and practices the skill
under a variety of situations

19. 3. AUTONOMOUS
STAGE
- Automatic

20. •Some performers may only reach the
autonomous stage after many years of practice,
others may not reach this stage
•Sequencing ad timing of the subroutines is
automatic; less conscious attention
•Process larger chunks of information that
occurs without attention
•Performer analyzing own performance and
adjust own actions
•High level of smoothness, efficacy, accuracy is
performed without stress

22. OVERVIEW

23. COGNITIV
E
ASSOCIATIVE AUTONOMOUS