Motor behavior ch 12

The 1st stage of learning in the Fitts and Posner model. The beginning or initial stage on the learning stages continuum.

The 2nd stage of learning in the Fitts and Posner model.

An intermediate stage on the learning stages continuum.

The 3rd stage of learning in the Fitts and Posner model. The final stage on the learning stages continuum, also called the automatic stage.

Those characteristics of the performance environment that have no influence or only an indirect influence on the movement characteristics required to achieve an action goal.

Nonrelevant Regulatory conditions are relevant

The learner's goal in the 2nd stage of learning in Gentile's model for learning closed skills in which learners refine movement and patterns so that they can produce them correctly, consistently, and efficiently from trial to trial.

The learner's goal in the 2nd stage of learning in Gentile's model for learning open skills in which learners acquire the capability to modify the movement pattern according to environmental context characteristics.

Mathematical law describing the negatively accelerating change in rate of performance improvement during skill learning. Large amounts of improvement occur during early practice, but smaller improvement rates characterize further practice.

Changes in neuronal activity in the brain that are associated with shifts in brain region activation.

A person who is located at the extreme right end. This person is in an elite group of people who are exceptional and outstanding performers.

Individualized training activities especially designed by a coach or teacher to improve specific aspects of an individual's performance through repetition and successive refinement.

Cognitive stage- "what to do" Associative stage- "hot to do" Autonomous stage

Large number of errors in performance Gross errors in performance Variability of performance from 1 attempt to another is very large (inconsistent) Although beginners may know that they are doing something wrong, they are generally not aware of exactly what should be done differently the next time to improve

Fewer number of errors in performance Fewer gross errors in performance Variability of performance from 1 attempt to another is small Developed ability to detect some errors in performing skill Many of basic mechanics or fundamentals of skill have to some extent been learned Concentration on refining skill

Number of errors in performance is almost non-existent Gross errors in performance is almost non-existent Variability of performance form 1 attempt to another is very small Ability to detect errors and make proper adjustments to correct error Skill has become almost automatic or habitual Perform most of skill without thinking about it

Verbal-motor stage (cognitive and associative stages) Motor stage (autonomous stage)

Initial stage Later stage

"Getting idea of movement" Acquire a movement coordination pattern Discriminate between regulatory conditions and non regulatory conditions

Capability of adapting movement pattern Increasing consistency in achieving goal Perform with economy of effort

Self-paced Relates to fixation

Externally paced Relates to diversification

Coordination stage (acquire the pattern) Control stage (adapt the pattern as needed)

Changes in rate of improvement Changes in movement coordination Changes in altering an old or preferred coordination pattern Changes in muscles used to perform skill Changes in energy cost Changes in achieving kinematic goals of skill Changes in visual selective attention Changes in conscious attention when performing a skill Changes in error detection and correction capability

Subjective error Objective error

What the performer thinks happens

What actually happens

To have a small difference between subjective error and objective error (error-detection capability)

Practice, practice, practice Great coaching Total concentration

At least 10,000 hours or 10 years

Fitts and Posner Adams Gentile Newell