1. The development of motor skillsThe development of motor skills
and the use of practice methodsand the use of practice methods
Phases/Stages of movement skill learning that affect
participation and performance in physical activity

2. Learning ObjectivesLearning Objectives
Identify Fitt’s and Posner’s phases of learning
Apply these phases to practical activities

3. Learning.Learning.
A recognisable change in behaviour,
which is permanent.
Learning is not a one off lucky
performance.
Learning is permanent.
Learning is due to past experiences/practice.

4. LEARNINGLEARNING
KNAPP’s DEFINITION
learning may be considered to be a
more or less permanent change in
performance, associated with
experiences but excluding changes
which occur through maturation and
degeneration, or through alterations in
the receptor or effector organs

5. Fitts and Posner (1967)Fitts and Posner (1967)
There are three phases of learning that we
will look at…
Fitts and Posner were amongst the first
psychologists to examine motor skills in
sport
They suggested three phases of learning, that
you gradually move through
Knowing these phases, will help to structure
a practice correctly

6. PHASES OF LEARNING (Fitts andPHASES OF LEARNING (Fitts and
Posner)Posner) C O G N I T I V E P H A S E ( b e g i n n e r )
i n i t i a l l e a r n i n g o f b a s i c s k i l l
u n d e r s t a n d i n g o f t h e a c t i v i t y
a n a l y s i s o f t e c h n i q u e s
u s e o f m o d e l s
A S S O C I A T I V E P H A S E
f o c u s o n m o v e m e n t
c o m p a r i s o n o f a c t i o n w i t h m o d e l
e r r o r d e t e c t i o n a n d c o r r e c t i o n
s k i l l s t i l l i n c o n s i s t e n t
A U T O N O M O U S P H A S E ( e l i t e s p o r t s m a n )
a c t i o n a u t o m a t i c
a t t e n t i o n c a n b e g i v e n t o e n v i r o n m e n t a l
a s p e c t s o f a c t i v i t y
f o c u s o n t a c t i c s / s t r a t e g y

7. COGNITIVE (EARLY) PHASECOGNITIVE (EARLY) PHASE
Trying to form a mental picture of the skill
Demo’s and verbal explanation are v imp.
These are imp so that the learner can see the
progressions of diff movements in the skill
Not too much info – why?
Selective Attention – what is this?
Picking out and focusing on the relevant parts
whilst ignoring irrelevant ones

8. Cognitive Phase of learningCognitive Phase of learning
Trial and error will be the starting point
Positive feedback on success will reinforce
the movement
What will it look like?
◦ Improvement is rapid, but movements are jerky
and uncoordinated
◦ demands high attention and concentration

9. ASSOCIATIVEASSOCIATIVE
(INTERMEDIATE) PHASE(INTERMEDIATE) PHASE
The practice phase
Usually longer than the cognitive phase
(some never leave this phase of learning)
Mistakes are eliminated, errors are fewer,
the skill becomes more consistent.
The skill will look more smooth, as they
learn the sub-routines

10. Associative Phase of LearningAssociative Phase of Learning
They will develop the ability to use
internal kinaesthetic feedback.
What is this?
Using your kinaesthetic sense (tells your
brain about the movement and
contraction of muscles/tendons and
joints.
Feedback will allow the learner to know
if the movement is being down correctly
or not.

11. Associative Phase of learningAssociative Phase of learning
Specific motor programmes and subroutines
are developed relevant to sport
Consistency and coordination improve
rapidly, timing and anticipation improve
Comparison of action with model
Error detection and correction is practised,
detailed feedback is utilised
Improvement is less rapid

12. AUTONOMOUS (FINAL)AUTONOMOUS (FINAL)
PHASEPHASE
Final stage of learning
Execute skills with minimum thought and can
concentrate on other factors; demands of
the environment E.G.
A tennis player can think about where to
serve the ball, rather than thinking, 1 grip, 2
ball toss 3 backswing etc…

13. Autonomous Phase of learningAutonomous Phase of learning
The motor programme is stored in the
long term memory and used when
needed
The learner can now detect errors and
adjust to refine them, themselves.
Improvements are slow, as the learner is
capable
No practice – the performer may move
back a stage

14. Cognitive Associative Autonomous
Key Factors related to this
stage:
Key Factors related to this
stage:
Key Factors related to this
stage
* * *
* * *
* * *
* *
* * *
* * How does the performer
remain in this phase?
* *

15. Flash CardsFlash Cards
A Revision tool