Chapter 5 – Motor Learning

suggests that learners pass through three distinct stages, which are defined by the behavioral tendencies learners display at various points throughout the learning process (cognitive stage, associative stage, and autonomous stage).

the first stage in Fitts and Posner's Three-Stage Model in which the learner is first introduced to the new motor skill, and his or her primary task is to develop an understanding of the movement's requirements.

the second stage in Fitts and Posner's Three-Stage Model, which is marked by performance improvements. The learner has attempted numerous possible movement strategies and becomes committed to refining one particular movement pattern.

the final stage in Fitts and Posner's Three-Stage Model, which requires countless hours of practice. Some learners may not even reach this stage, because at this stage their performance reaches the highest level of proficiency and becomes automated.

in this model the learning stages take the learner's perspective more into account, as it emphasizes the learner's goal and the influence of task and environmental characteristics on that goal.

the first stage of learning in Gentile's model, characterized by the learner trying to develop an understanding of the movement's requirements. Development of ability to discriminate between regulatory and non-regulatory condition ( fixation - closed skill). Development of basic movement pattern (diversification - open skill).

the second and final stage of learning in Gentile's model. Fixation (closed skill) - refinement of movement pattern. Diversification (open skill) - adaptation of movement to conform to ever-changing environment demands.

movement pattern, attention, knowledge and memory, error detection and correction, and self-confidence.

Increase in coordination and control, more fluid muscle activity, more efficient energy expenditure, and increased consistency.

strategy in which a learner freezes or fixes the movement possibilities of a joint, causing the limb(s) to function as a single unit or segment, in order to accomplish the goal of a task.

As proficiency develops, the need to attend consciously to each aspect of the movement decreases. Performance becomes almost automatic. Learner can focus on other factors of performance.

a capacity to perform a skill with little or no conscious control.

Skilled performers direct attention to relevant areas. Beginners have difficulty discriminating between relevant and irrelevant cues.

information used to decide what to do in a given situation (rules)

information regarding skills, operations, and actions (what to do in a given situation)

(1) Performance curves, (2) Retention tests, and (3) Transfer tests.

(1) negatively accelerating curve, (2) positively accelerating curve, (3) linear curve, and (4) S-shaped curve.

reflects the power law of practice. When learning a new skill, individuals tend to demonstrate a large initial improvement in performance, which slows later in practice (most common curve).

when learning a new skill, there tends to be a large initial improvement in performance, which slows later in practice.

is characterized by little initial improvement but larger gains occurring later.

reflects a direct relationship between performance and time.

is a combination of the negative and positively accelerating curves.

Represent temporary effects, cannot establish relative permanence, and constructed from measurements that are often obtained by calculating the mean of several trials.

used to infer that a relatively permanent change in performance has occurred.

skill performance test given following a period of no practice that measures the persistence of improved skill performance.

measures the degree to which a learner can adapt a skill to a different performance situation.

skill performance test administered directly following a practice period, used to determine what the learner can do after practicing a skill.

a period of time during the learning process in which no overt changes in performance occur (may be a transitional period).

fatigue, anxiety, lack of motivation, limitations in type of performance measurement being used.