Phases of learning, feedback and guidance

Cognitive Stage of Learning

The first stage of learning where a beginner breaks skills down into subroutines and relies on trial and error with extrinsic feedback.

Associative Stage of Learning

The second stage where motor programs develop, performance improves, and learners use both extrinsic and intrinsic feedback.

Autonomous Stage of Learning

The final stage for experts where movements require high technical skills and precision, relying on intrinsic feedback.

Motor Program

A set of instructions and responses that guide skill execution.

Positive Feedback

Encouragement given to reinforce correct technique and motivate the learner.

Negative Feedback

Corrective feedback outlining errors that need to be addressed, requiring prompt delivery.

Intrinsic Feedback

Feedback that comes from within the performer, based on feelings from muscle receptors.

Extrinsic Feedback

External feedback received from others, useful for beginners with less experience.

Knowledge of Performance

Feedback focused on the technique used in performance, beneficial for all skill levels, particularly beginners.

Knowledge of Results

Feedback on the outcome of a performance or competition, focused on overall success.

Learning Plateau

A period of no improvement in learning or performance due to various factors like motivation or focus.

Coaching Strategies for Plateau

Changing training methods or assigning roles to help overcome learning plateaus.

Visual Guidance

A teaching method that uses visual aids to demonstrate skills and prevent bad habits.

Manual Guidance

Physical assistance to move a performer into the correct position, enhancing understanding of skill execution.

Mechanical Guidance

Use of artificial aids to support skill learning, increasing confidence but possibly leading to over-reliance.

Kinaesthesia

The awareness of body position and movement, crucial in skill development and correction.

Trial and Error in Learning

A learning process where a performer tries different approaches until they find a successful one.

Immediate Feedback

Feedback that is provided right after a performance to maintain its relevance and effectiveness.

Demotivating Feedback

Feedback that discourages the performer, particularly harmful for beginners.

Role of the Coach

To recognize learning plateaus and adapt training methods to facilitate continuous improvement.

Competent Beginner

Learners in the Associative Stage who start to perform more smoothly but still rely on feedback.