stages of learning a perceptual-motor skill
Outline the stages of learning a perceptual-motor skill as put forwards by Fitts & Posner (1967). What is the role of the coach and what is your role in maximising your performance through these stages? Explain, through the use of examples, how you have sought to maximise the opportunities presented to you and the extent to which your efforts have been successful.
All sports require participants to show some sort of skill in order to perform to a high level. Skill can be defined in a number of ways but one of the most respected definitions across the world is put forward by the National Coaching Foundation (1996) “Skill is a performer’s ability to select, organise and perform techniques, appropriate to a particular situation, in an effective, consistent and efficient way.” Skill can also be divided into different categories; verbal, cognitive – mental skills that help a performer acquire knowledge, perceptual - interpretation of presented information and motor – movement and muscle control, skill is learnt by practicing structured motions. Fitts & Posner put forward a model illustrating the three stages of learning that athletes have to progress through as they develop in their chosen field. These three stages are; cognitive, associative and autonomous. The cognitive stage is the first stage of learning a beginner of a sport goes through. This involves being taught, analysing and practicing new techniques. For example in the sport of squash, a person new to the sport must learn the technique to grip the racquet correctly, get their feet in the right place on the forehand and backhand side and how ones weight should be distributed through the shot. As this is such an early stage of learning it is essential that the participant receives good quality feedback that they can take on board in order to improve their technique and understand the reasons for using these techniques in order to maximise performance. A good source of feedback that many squash coaches use
All sports require participants to show some sort of skill in order to perform to a high level. Skill can be defined in a number of ways but one of the most respected definitions across the world is put forward by the National Coaching Foundation (1996) “Skill is a performer’s ability to select, organise and perform techniques, appropriate to a particular situation, in an effective, consistent and efficient way.” Skill can also be divided into different categories; verbal, cognitive – mental skills that help a performer acquire knowledge, perceptual - interpretation of presented information and motor – movement and muscle control, skill is learnt by practicing structured motions. Fitts & Posner put forward a model illustrating the three stages of learning that athletes have to progress through as they develop in their chosen field. These three stages are; cognitive, associative and autonomous. The cognitive stage is the first stage of learning a beginner of a sport goes through. This involves being taught, analysing and practicing new techniques. For example in the sport of squash, a person new to the sport must learn the technique to grip the racquet correctly, get their feet in the right place on the forehand and backhand side and how ones weight should be distributed through the shot. As this is such an early stage of learning it is essential that the participant receives good quality feedback that they can take on board in order to improve their technique and understand the reasons for using these techniques in order to maximise performance. A good source of feedback that many squash coaches use