Studied by 0 people
Looks like no one added any tags here yet for you.
Fitts & Posner’s Motor Learning Theory
A model describing the three stages of learning motor skills: Cognitive, Associative, and Autonomous.
Cognitive Stage
The initial phase where learners understand the task requirements and generate verbal knowledge of movement performance.
Associative Stage
The phase where learners identify and correct errors, transitioning from declarative to procedural knowledge.
Autonomous Stage
The final stage where learners execute movements with minimal cognitive effort and high levels of adaptability.
Declarative Knowledge
Knowledge that answers the question 'What needs to be done?' and includes facts and rules.
Procedural Knowledge
Knowledge that entails 'how to' perform a task, often acquired through practice.
Automaticity
The ability to perform a skill with minimal cognitive effort, allowing for adaptation to external information.
Skill Proficiency
The level of skill execution relative to the movement goal, impacted by learned experiences and practice.
Working Memory
The capability of retaining limited information amounts in an active state for use in ongoing tasks.
Motor Performance
The execution of a movement task influenced by learning stages and individual constraints.
Movement Behaviour
Changes in how individuals perform movements as they progress through learning stages.
Cues for Success in Motor Learning
Information or signals that promote the successful execution of a skill.
Individual Constraints
Factors such as physical capacity and personality that influence learning and skill execution.
Nonlinear Skill Learning
The concept that skill learning occurs through varying processes across different practice sessions.
Variability of Movement
The degree of differences in movement execution which changes as learners progress from novices to experts.
Feedback in Motor Learning
Information received about performance outcomes that can improve skill acquisition and execution.
Engagement in Learning
The active involvement of learners in practicing and understanding movement tasks.
Task Requirements Understanding
Cognitive awareness of the actions and conditions needed to successfully perform a skill.
Performance Gains
Improvements in skill execution that can differ in speed and consistency based on learning stages.
Implications of Fitts & Posner’s Theory
Guidelines for instructional skill learning, highlighting the need to consider individual differences in learning.
Motor Learning Processes
The series of cognitive and physical operations involved in acquiring and refining movement skills.
Attention Focus in Learning
The level of concentration dedicated to task execution, which varies among learning stages.
Explore and Adapt in Movement
The process of experimenting with different techniques and strategies during skill acquisition.
Error Correction in Associative Stage
The learner's ability to assess and correct mistakes while improving technique and consistency.
External Focus of Attention
Directing one's concentration toward the effects of movement in the environment rather than on the body.
Practice Design Principles
Strategies used to structure training sessions that enhance skill acquisition and learning.
Skill Acquisition Dynamics
The interplay between cognitive processes and physical practice that leads to improved skill execution.
Learning Stages
The distinct phases of skill development: Cognitive, Associative, and Autonomous, characterized by different challenges.
Psychophysiology in Learning
The study of how physiological processes can influence motor skill performance and learning.
Note 
Flashcard (20)