This document discusses motor skill development over a 10-day period where a participant practiced juggling tennis balls. It describes the three stages of motor learning identified by Fitts and Posner as cognitive, affective, and autonomous. The participant recorded their juggling performance daily, showing progression and regression. On some days, the participant introduced variables like environment, goals, and music to measure their effects on development. Overall, the experiment demonstrated the importance of the three learning stages and repetitive practice for gaining motor control of a new skill.

1.
Motor Development
By Hilary Reeder
Dr. Butterfield
KPE 270
20 September 2015

2. Background
The three stages of motor learning were first recognized and analyzed by both
Fitts and Posner back in 1967. Together they defined the three stages of motor learning
and how they are important to one another; as they all affect each other. Cognitive,
affective and autonomous behavior are all necessary elements when engaging one’s
self in an unfamiliar motor skill. To define the three; cognitive is the beginning stage.
Here, as a new motor skill is introduced, the problem solving/comprehension part of
learning developmentally takes place. The affective domain, is a much more emotional
stage, although crucial for improvements performance­wise; it does revolving around
feelings, attitude and self­confidence. With these attributes, we can begin to notice the
areas where physical correction is in need and actively adjust as we grow more
confident in oneself. Which leads us to the final stage, of autonomous development.
This domain is not always attainable. It includes strength, endurance, and one’s overall
kinesthetic awareness, at an experienced level. As time progresses, integration takes
place; allowing the sensory motor nerves to efficiently assimilate muscle development.
Thus, providing us with motor control.
(Fitts and Posner, 1967)
In addition to the three­stage model of learning, an individual will notice a
performance curve; in relation to progression versus regression. Over the time of a life
span, we will at early ages, progress in motor control, motor learning and motor
development. This curve begins at the bottom, as in, yet to develop any kind of reflexes

3. or rudimentary stages within life. From infancy to the beginning of early childhood, this
line (indication of learning developmentally) takes a drastic curve, as young ones begin
to develope from the three stages of learning. The curve acts as an indication of growth,
maturation and development. It is also used as a way to track the learning curve of an
individual and their progress towards the development of a newly introduced motor skill.
(Payne and Isaacs, 2012)
Problem​­­
The purpose of this lab was to determine motor skill development, over the
course of ten days.

4.
Methods
Materials​­­
Two regulation sized tennis balls were used to juggle. A stopwatch was in need
to calculate precise time periods. Data was then entered into a scoresheet via a
pencil/pen.
Procedure​­­
The participant was instructed to use their dominant hand only, as they juggled
two regulation sized tennis balls within a five minute time frame. Within this time frame a
stopwatch was used to accurately measure the alluded time period, as the participant
counted the amount of times they could exchange the two balls, in a juggling fashion,
before dropping either ball.
Once the ball had been dropped, the amount of times the tennis ball had been
successfully juggled was recorded as data. As the participant continued to juggle, the
catching and tossing of the balls, was mentally counted and observed by the participant
themselves; followed by the proper number within each trial recorded once more onto
the data sheet of that day, until the five minute duration ended. This procedure
continued in the same exact fashion for a continuum of ten days.
Participant​­­

5. The participant was a 24 year old healthy female.
Results
Juggling Motor Skills (*Figure 1.1)
After ten days of continuous juggling, the participant displayed (*Figure 1.1) an
overall incline in motor development. The graph shows both progression and
degression; yet, the participant’s motor skills did developed over time, with a perpetual
effort.

6.
Discussion
Referring to my background, the purpose of this lab was to determine motor skill
development. In this case, the juggling of two tennis balls in one hand over the course
of ten days. This lab was carefully recorded, and data was used to show signs of
progression or degression developmentally.
To further understand motor skill development and its response to additional
stimuli, I decided to implement certain variables on specific days, to compare overall
motor development and the effect environmental exposure may inflict on my
performance. Specifically, beginning with day 4; I placed myself in an enclosed
environment, alone, with very low ceilings. Originally, I had believed the higher the
ceiling, the easier it would be, but clearly not. This same event occurred on days 5, 6,
and 7; displaying little considerable positive feedback.
Next, I decided to see if goals would help me engage on my personal motor
skills. On days 5, 6, and 9, I decided to set specific goals before I began my 5 minute
trial. I do not believe these goals helped me develop an overall boost in my motor
developmentation; but did notice it aided me in keeping my mind focused and clear
headed. This gave me a greater awareness and confidence, as I feel I had entered the
affective stage of learning.

7. Lastly, I decided to play music in the background as I juggled, in hopes that I
could consciously hear the beat and stay on task with the music helping me focus. My
first attempt was on day 6. According to my statistical average, it would appear as if
there was little to no impact at all; indicating the autonomous stage was a ways away.
To give my body the opportunity to develop greater motor skills and I decided to hold off
on music until my final two days (Day 9 and Day 10). Oddly enough, day 9 I was slightly
distracted, and on day 10, I felt as if it had no distraction at all.
Overall, this experiment has taught me a great deal about developing unfamiliar
motor skills. As previously mentioned in my background, the three stages of learning
are extremely important; especially as they work together to develop a new skill.
Without the cognitive, there is no understatement or opportunity to problem solve. With
that being said, the affective stage, gave me the self­confidence needed to avoid
doubting myself and continue forward with self­assurance as I gained the confidence to
correct my improper behavior. Lastly, I do not believe I successfully conquered the
autonomous stage. My ability to juggle is still in need of improvement and is not an
automatic voluntary action.
In conclusion, this lab has taught me that while attempting to learn a new motor
skill, the performance curve is not always going to progress as planned. Although, with
the proper comprehension, we can gain both control and confidence. As we continue,
self­discipline and hours of repetitive practice will not only increase overall efficiency but
effectiveness as well.